OHRC policies and mandates are often referenced in discussions throughout the College surrounding equity, inclusion and accommodations for persons with disabilities. Have you ever wondered what the role of the OHRC is? 

The Ontario Human Rights Commission (OHRC) is an independent statutory body whose mission is to promote, protect and advance human rights across the province as set out in the Code. To do this, the OHRC identifies and monitors systemic human rights trends, develops policies, provides public education, does research, conducts public interest inquiries, and uses its legal powers to pursue human rights remedies that are in the public interest. (1) 

The OHRC’s mandates and policies inform the work done in Accessible Learning Services and also institutional requirements with respect to ensuring equitable access for persons with disabilities.  

Below you will find a list of frequently referenced policies and reports: 

• Policy on preventing discrimination based on mental health and addictions (2014) 
  The OHRC’s Policy on preventing discrimination based on mental health disabilities and addictions is intended to provide clear, user-friendly guidance on how to assess, handle and resolve human rights matters related to mental health and/or addictions. (1) 
• Policy on accessible education for students with disabilities (Revised 2018)
  The OHRC’s Policy on accessible education for students with disabilities provides practical guidance on the legal rights and responsibilities set out in the Code as they relate to the ground of disability in the context of education. (2) 
• With learning in mind: Inquiry report on systemic barriers to academic accommodation for post-secondary students with mental health disabilities (2017) 
  In 2016, the Ontario Human Rights Commission (OHRC) wrote to public colleges and universities in Ontario asking them to implement six specific measures to reduce systemic barriers to post-secondary education for students with mental health disabilities. This report describes the systemic barriers identified by the OHRC, the modifications to post-secondary institutions’ policies and procedures requested by the OHRC, and the institutions’ self-reported progress in implementing the requested changes. (3)  
• OHRC submission on AODA Postsecondary Education Standards Development Committee’s 2021 initial recommendations report 
  The wide scope of the recommendations over the nine broad themes identified, including: attitudinal barriers; awareness and training; assessment, curriculum and instruction; digital learning; admission and accommodation processes; and physical and financial barriers, demonstrates an important holistic view of students with disabilities. (4) 

Collectively, the above policies and reports speak to the importance of the duty to accommodate, explain undue hardship, the impact of attitudinal biases, highlight the importance of ensuring that the accommodation process respects the dignity of the person with a disability and the need for individualized accommodation decisions. 

Moving beyond the accommodation needs of the individual with a disability, the policies and reports also outline that institutions are expected to place an emphasis on proactively identifying, anticipating and addressing the systemic barriers faced by students with disabilities. This work needs to be intentional and ongoing. 

Sources: 

1. https://www.ohrc.on.ca/en/policy-preventing-discrimination-based-mental-health-disabilities-and-addictions  
2. https://www.ohrc.on.ca/en/policy-accessible-education-students-disabilities#_ftn4  
3. https://www.ohrc.on.ca/en/learning-mind 
4. https://www.ohrc.on.ca/en/ohrc-submission-aoda-postsecondary-education-standards-development-committee%E2%80%99s-2021-initial   

Please email us at accessible-learning@humber.ca with suggestions for key accessibility-related topics that you would like us to address through the Communiqué.