6.5 EQUITY, DIVERSITY, INCLUSION AND ACCESSIBILITY

Equity, diversity, and inclusion are the key cultural focus at many post-secondary institutions across North America. In Canada, three key areas of focus in EDI are accessibility, internationalization, and indigenous initiatives. Striving toward equity and inclusion benefits all students, creating an environment of safety to explore and complete the full post-secondary experience.

Physical accessibility has evolved significantly through building code minimum requirements to include universal design, which focuses on providing access to all people rather than focusing on physical challenges. Accessibility in post-secondary also considers academic and mental health supports.

International student populations are increasing, and support related to housing and student visas and immigration should reflect the diversity of the international student body’s needs.

Indigenous initiatives on campus are developing in campuses across Canada, particularly in the wake of the findings of the Truth and Reconciliation Commission’s Calls to Action. In terms of space, EDIA initiatives often focus on providing a sense of belonging, dignity, and safety to all who are part of the community. PSIs across Canada are including the following spatial ideas in their planning and construction plans: genderless washrooms and change rooms, indigenized classrooms, increased options in study and hang-out spaces including different furniture configurations, heights, acoustical and lighting options and additional connections to the landscape and nature.

Universal Design

To create an accessible campus, all types of physical access need to be addressed. This includes multiple modes of transportation, ease of facility access, and clarity and wayfinding of location and movement. If the intended users cannot get into or around the campus, it will not succeed. Good, accessible design is beneficial to more people than just those with ability differences – universal design is about the design of buildings and environments that are accessible to all people, regardless of age, ability, or other factors and allow for flexibility in use. Improving pathways, wayfinding, and reducing hazards are all ways to meet a universal design.

Seven principles for universal design were developed in 1997, by a group of designers, engineers, and environmental design researchers at the Centre for Universal Design at North Carolina State University and can be followed to guide design decisions:

Equitable Use – The design is useful and marketable to people with diverse abilities.

Flexibility in Use – The design accommodates a wide range of individual preferences and abilities.

Simple and Intuitive Use – The use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.

Perceptible Information – The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

Tolerance for Error – The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Low Physical Effort – The design can be used efficiently and comfortably, and with a minimum of fatigue.

Size and Space for Approach and Use –Appropriate size and space are provided for reach, manipulation, and use regardless of the user’s body size, posture, or mobility.