Transcript
Transcript: Spotlight on ACCESSibility Micro-Learning Series: Programs and Services
[Music]
[Visual: The words, "Spotlight on ACCESSibility Micro-Learning Series:" with the words "Programs and Services".]
Narrator: Spotlight on ACCESSibility Micro-Learning Series: Programs and Services.
Spotlight on ACCESSibility Micro-Learning Series:
Programs and Services
[Visual: The title disappears, and a man, Peter Boyd.]
Peter Boyd
Strategic Directions at Employment
and Social Development Canada
Peter Boyd: When I approach accessibility, it's clearly about accessibility, but we very much look at it in the context of barriers to service.
[Visual: Peter address the panel.]
Peter Boyd: When I think about you know, some of the main observations as I've learned about accessibility...
[Visual: A representation of a person sits in the middle of the screen.]
Peter Boyd: One, people are subject to more than just one barrier.
[Visual: A line appears on an angle beneath and to the left of the person. A line appears on an angle below and slightly to the right of the person, and a line appears above the person. The lines slowly rotate around the person.]
Peter Boyd: So, accessibility, but there's also maybe language, or maybe location.
[Visual: Another pink, purple, and white line are added in and connect with the three lines already there to form a hexagon which slowly rotates around the person.]
Peter Body: Some people may have four, five, six barriers. And so it's incumbent on us because we're delivering public services to get to everyone and to overcome them.
[Visual: Peter Boyd addresses the panel and the audience.]
[Visual: The representations of people appear in a column. The top person is blue, the middle person is white, and the bottom person is pink. To the right of the blue person is a circle with a drawing of a door inside. To the right of the white person is a circle with a drawing of two overlapping speech bubbles inside. To the right of the pink person, is a drawing of a laptop.]
[Visual: The three people move to the left, and the three circles slide to the right, away from each other. Three lines snake out from each person, extending over to the circles on the opposite side. The lines cross over each other, and one line stops at a barrier halfway to the circles.]
Peter Boyd: The other interesting point that I've learned is at least one third of persons with disabilities have difficulties accessing at least one channel. So when you take it from that perspective, and go okay, no matter how I deliver it, one third are going to have difficulty accessing a particular channel.
Accommodation
[Visual: The barrier extends, becoming a rectangle. Inside the rectangle, the word "Accommodation" appears.
Peter Boyd: I really need to look at how do I deliver it across multiple venues, multiple approaches, multiple channels to get to folks.
[Visual: The words, "71% of persons with disabilities actually have more than one disability" appear.]
Peter Boyd: 71% of persons with disabilities actually have more than one disability.
[Visual: The text disappears, and is replaced by Peter Boyd addressing the panel.]
71% of persons with disabilities actually have more than one disability
Peter Body: Okay, they have a visual impairment. Well but they may not just have a visual impairment, so how are you going to adapt to multiple disabilities?
[Visual: The words, "Make services accessible to everyone" appear in.]
Make services accessible to everyone
Peter Boyd: And it's really about making services accessible to everyone.
[Visual: The text disappears, and is replaced by Peter Boyd addressing the panel, who looks towards him.]
Peter Boyd: And we, as a government, need to remove the barriers that are in place that are keeping you from getting to your service.
[Visual: Susan Scott-Parker's video feed appears.]
Susan Scott-Parker
Business Disability International
Susan Scott-Parker: The heart of this for me is that question, what can we do to make it easier for you? Easier to do your job, if you're looking at it through the employee lens. Easier for you as a customer.
[Visual: Two figures representing two people appear. A line with an arrow at each end extends below them.]
Susan Scott-Parker: Use the extreme users to really improve the quality of service. Systems that work for extreme users, work better for everybody.
[Visual: The people and the arrows shrink and move down. A circular grouping of seven more representations of people appear above the initial two people.]
Susan Scott-Parker: And so we have to get that insight everywhere.
[Visual: The group of people expand outward, scattering to fill the screen, and the arrow elongates so that it fills the bottom of the screen horizontally. More figures representing people pop in to fill in empty spaces.]
[Visual: Beside each person, a drawing of a balloon on a string appears.]
Susan Scott-Parker: We're just designing systems that work for extreme users, we test them, and everybody wins a balloon, which is the technical terms for the benefit that results.
[Visual: The images disappear, and Lisa Drouillard appears. She addresses the panel.]
Lisa Drouillard
Outreach and Stakeholder Engagement at
Elections Canada
Lisa Drouillard: Elections Canada, we are the federal agent of Parliament who- that is independent and non-partisan that delivers federal elections and referenda in Canada.
[Visual: A drawing of a ballot box appears in the centre of the screen.]
[Visual: A piece of paper with an "x" on it slides into the ballot box, coming to rest halfway in and out. A circle of six figures representing people form a circle around the ballot box.]
Lisa Drouillard: Over our history we've undertaken a lot of different initiatives to make the vote more accessible to people with disabilities. There's a big difference between how we design accessibility services, and how they're delivered in the field.
[Visual: The people and the ballot box shrink down, and the word "Design" appears on the top left. A dotted line stretches across to the right, connecting "Design" to the word "Delivery."]
Design
Delivery
[Visual: The images disappear, and Lisa Drouillard appears, addressing the panel.]
Lisa Drouillard: And so we have to find really nuanced ways to involve as many players as possible in increasing the confidence in the electoral process, but also identifying barriers that we don't see.
[Visual: The words, "Increasing confidence in the electoral process" appear. The words, "Identifying barriers that we don't see" appear.]
Increasing confidence
in the electoral process
Identifying barriers
that we don't see
[Visual: The text appears, "Enhancing the accessibility of the" and the words "in the public service" beneath.]
Narrator: Enhancing the accessibility of the programs and services in the public service.
Enhancing the accessibility of the
programs and services
in the public service
[Visual: The title disappears, and Susan Scott-Parker's video feed appears. She addresses the panel and the audience.]
Susan Scott-Parker: There has to be a sense that it is so important that we're going to resource it properly,
[Visual: The title, "Enhancing accessibility in the public service" appears.]
Enhancing accessibility in the public service
[Visual: The words "Resource it properly" appear.]
Resource it properly
[Visual: The words, "See it as a long-term gain" appear.]
See it as a long-term gain
[Visual: The words, "Identify how it's good enough" appear.]
Identify how it's good enough
Susan Scott-Parker: we're going to see this as a long-term gain and we're going to be really clear how we'll know if it's good enough.
[Visual: The text disappears, and a figure of a person appears. Above the person is a light bulb dangling on a cord. Lines radiate out from the light bulb as though it is giving off light.]
Susan Scott-Parker: by looking at say an individual who says those lights give me migraines, somebody should be saying well, maybe we should look at the lights for everyone.
[Visual: Three more figures of people appear to the left and three more appear to the right of the original person in a row.]
Susan Scott-Parker: Because perhaps by looking at this individual's experience here, we can make this a better work environment for everyone.
[Visual: The images disappear, and are replaced by Lisa Drouillard addressing the panel.]
Lisa Drouillard: If you pay really, really close attention to asking for what people's needs are, and paying close attention to the answer before you act,
[Visual: A box in the middle of the screen contains the words, "Enhancing accessibility."]
Enhancing Accessibility
Lisa Drouillard: I think that it's an approach for enhancing the accessibility of their workplaces, whether it's with co-workers, or with clients, or with bosses.
[Visual: The words move up, and in the rectangle below the words, a row of six figures representing the head and shoulders of a person.]
[Visual: The words, "Accessibility Standards".]
Narrator: Accessibility Standards
Accessibility Standards
[Visual: The title disappears, and is replaced with a shot of Peter Boyd addressing the panel.]
Peter Boyd: There's no such thing as fully accessible. We have standards, we have best practices, and so if you implement those, good on you,
[Visual: A group of 13 figures representing people appear. The figures move into a circular group, and a circle forms around them. One individual is left outside the circle.]
Peter Boyd: but don't just sit back and go oh, now everyone can access. Because no matter what standard you implement, there will be someone who it will not include.
[Visual: The images disappear, and Lisa Drouillard addresses the panel.]
Lisa Drouillard: You can meet a Web Accessibility Standard, but that doesn't mean to say that an online process is easy to walk through. And we got their initial input around what were some of the barriers to getting to the end of the registration process. Even if the website's accessible, there still are barriers in terms of how clear your instructions are, etc.
[Visual: The images disappear. A box in the middle of the screen contains the words, "Plain language" appears.]
Plain language
Lisa Drouillard: Plain language is a little bit like WCAG, you can get to, you know, a grade 6 or a grade 8 standard, but that's not necessarily to say that everyone's going to get what you're trying to say and feel confident about your process.
[Visual: In the bottom box below the words "Plain language," the words, "Not everyone is going to get what you're trying to say" appear.]
Not everyone is
going to get what
you're trying to say
[Visual: The text disappears, and the figures of three people appear in a triangular formation. The top person is pink, the bottom right is white, and the bottom left is blue. A sheet of paper with lines on it representing text sits below the pink person.]
[Visual: The paper moves to the white person on the right, and more lines appear on the paper. The paper then moves to the blue person on the left, and more lines appear on the paper. The paper then moves back up to the pink person, and more lines appear on the paper. The paper then returns to the white person, and more lines appear on the paper. The paper then moves to the centre of the screen and comes to rest.]
[Visual: A checkmark appears in a circle at the top left corner of the sheet of paper.]
Lisa Drouillard: So you need to have more continuous feedback and more collaborative delivery of your messaging, to be able to learn more about what it's going to take, not only to remove barriers, but to increase people's confidence.
[Visual: The images fade out.]
[Visual: The words, "Applying intersectionality" appear, with the words "to programs and services" below.]
Narrator: Applying intersectionality to programs and services.
Applying intersectionality
to programs and services
[Visual: The title disappears, and a shot of the panel appears. Peter Boyd addresses the panel and the audience.]
Peter Boyd: We spend a lot of time on our team thinking about GBA+,
[Visual: The words, "Gender-based Analysis Plus (GBA+)" appear.]
Gender-based Analysis Plus (GBA+)
[Visual: The words move up, and "GBA+" appears beneath the title.]
GBA+
Peter Boyd: Gender-based Analysis Plus, which the "plus" gets into the various segments,
[Visual: A line branches out from GBA+ to the left, ending in a highlight with the word, "Disabilities" inside.]
Disabilities
[Visual: Another line branches out from GBA+ below, ending in a highlight with the word, "Race" inside.]
Race
Peter Boyd: such as disabilities, race,
[Visual: Another line branches out from GBA+ to the right, ending in a highlight with the word, "Income" inside.
Income
Peter Boyd: income, etc.
[Visual: A number of other words in highlights appear with lines stretching back to GBA+.]
Culture
Education
Geography
Age
Religion
Sexual Orientation
Ethnicity
Language
Peter Boyd: And it's a very important criteria when you're looking at programs to understand how they impact across these various segments.
[Visual: The text disappears, and Peter Boyd appears, addressing the panel.]
Peter Boyd: On the complementary side to that, when we look at services specifically, when you're saying, okay if the government has decided to deliver these services, how are they getting to the people who they're supposed to be getting to? On the service side, we really look at the barriers aspect, then on the programs side, the GBA+ framework has been very helpful in understanding that sort of dynamic.
[Visual: The graphic fades out. The words, "Creating an" appear, with the words "accessible future" and the word "together" below.]
Narrator: Creating an accessible future together.
Creating an
accessible future
together
[Visual: The title disappears, and Lisa Drouillard addresses the panel.]
Lisa Drouillard: It's not just about removing barriers, but enhancing confidence.
[Visual: A box in the centre of the screen contains the words, "Enhancing confidence."]
Enhancing confidence
[Visual: Beneath the text, the words, "Disability competence = Enhanced efficiency" appear.]
Susan Scott-Parker: More disability competence drives enhanced efficiency.
Disability competence = Enhanced efficiency
[Visual: The text disappears, and a shot of the panel appears, with Peter Boyd addressing the panel.]
Peter Boyd: It's about culture change. The reason why we have these barriers in our service delivery to begin with, is because we've made decisions over the years on how we're delivering services and what is an appropriate way to deliver service, and that's a culture that we have, and it's based on society and it's nothing nefarious, but it is lacking and it needs to change.
[Visual: The text appears, "Spotlight on ACCESSibility Micro-Learning Series:" with the words "Programs and Services."]
[Narrator: Spotlight on ACCESSibility Micro-Learning Series: Programs and Services.]
Spotlight on ACCESSibility Micro-Learning Series: Programs and Services
[Visual: The words, "For more information, please consult" appear. Below, the words, "The Canada School of Public Service's Website" appear. Below that, the words, "Please find the links in the video description below" appear.]
For more information, please consult
the Canada School of Public
Service's Website
Please find the links in the
video description below.
Narrator: For more information, please consult The Canada School of Public Service's website. Please find the links in the video description below.
Music ends
[Visual: Text fades out.]
Fades to black
