Accessibility Reports and Plans

At the York Region District School Board, we believe that accessibility is fundamental to student achievement and well-being. Every student, staff member, and community member must have access to learning and working environments where barriers are removed, opportunities are equitable, and dignity is maintained. In alignment with the principles of the Accessibility for Ontarians with Disabilities Act -- integration, independence, equality of opportunity, and respect -- our Board is working to create spaces where all individuals can succeed.  

This work is grounded by the District Action Plan and Trustees’ Multi-Year Strategic Plan. These plans prioritize student achievement, well-being and inclusivity, with accessibility embedded across each priority. By removing barriers and fostering inclusive practices, we can ensure all students have equitable access to high-quality instruction and identity-affirming spaces that respect the diverse learning needs of students. This work is essential to creating spaces where all members of the YRDSB community can fully participate in learning and work. 

Driven by our commitment to the goals of the Multi-Year Accessibility Plan, we are focused on identifying and reducing barriers in communication, employment, customer service and physical environments. Through this ongoing work, we are ensuring that YRDSB schools and workplace are accessible, welcoming, and responsive to the needs of all. 

Ron Lynn, Chair & Bill Cober, Director

The York Region District School Board (YRDSB or the Board) has prepared this Multi-Year Accessibility Plan (MYAP) in accordance with the Integrated Accessibility Standards, Ontario Regulation 191/11 under the Accessibility for Ontarians with Disabilities Act, 2005

Designated public sector organizations are required to:

• establish, implement, maintain and document a multi-year accessibility plan, which outlines the organization’s strategy to prevent and remove barriers and meet its requirements under this Regulation;
• post the accessibility plan on the organization's website and provide it in an accessible format upon request;
• review and update the plan at least once every five years.” (O. Reg. 191/11,s.4).

The Board is defined as a “designated public sector organization” in the AODA and has prepared a Multi-Year Accessibility Plan in accordance with the legislative requirements. 

The intent of these requirements is that organizations must develop a multi-year accessibility plan, outlining their strategies to prevent and remove barriers to accessibility. Once developed, organizations must maintain and update their accessibility plan every five years and must be done in consultation with persons with disabilities and the Accessibility Advisory Committee. 

The Board’s commitment to accessibility is grounded in the four core principles of the Accessibility for Ontarians with Disabilities Act (AODA) — integration, equality of opportunity, dignity, and independence -- which align with the priorities of the Multi-Year Strategic Plan and the District Action Plan:

The Board’s commitment to accessibility is defined by four priorities.

• Provide accessible customer service: provide customer service excellence by promoting accessibility best practices that give meaningful access to all Board community members.
• Understand accessibility as a process: Support accessibility learning and training, opportunities that build awareness, knowledge and attitudes to identify, remove and prevent barriers to accessibility.
• Engage the Accessibility Advisory Committee: Engage the Accessibility Advisory Committee that operates through shared responsibilities and inter-departmental collaboration.   
• Publish an Annual Accessibility Report: Complete and publish an Annual Accessibility Report to demonstrate accountability for the Board’s progress in implementing the Multi-Year Accessibility Plan.

YRDSB Schools

York Region District School Board (YRDSB) is the third largest school district in Ontario, with 133,558 students in 2024-2025 across 216 schools (183 elementary and 33 secondary). 

YRDSB communities include suburban, small town and rural neighbourhoods, and a wide range of racial, ethnic and cultural groups. This diversity includes the recognition that YRDSB is situated on the traditional territories of the Wendat, the Haudenosaunee, and the Anishinaabe peoples. In particular, the Chippewas of Georgina Island First Nation are the Board’s closest Indigenous community and its partners in education.

York Region is made up of 9 municipalities that are divided into four areas within YRDSB – North, Central, West and East. 

Students and Staff

During the 2024–2025 school year, there were approximately 14% of students in YRDSB with exceptionalities or special education needs who received services and supports through their Individual Education Plan.

Over the last five years, the Disability Management team under Human Resource Services has consistently supported over 3000 staff members year over year, through the disability management process.

In 2021-2022, of the YRDSB employees that participated in the Workforce Census, 13% considered themselves to be a person with disabilities. The next Workforce Census is scheduled for 2027-2028.

General and Customer Service Standards

• Implemented the Barrier Buster reporting mechanism and updated Policy 407 – Accessibility.
• Trained 5,000+ new employees on Accessibility for Customer Services and Education Standards.
• Trained 15,000+ students and teachers on high and low incidence software.
• Met with Accessibility Committee quarterly, published annual reports, and submitted biennial compliance reports to the Ministry for Seniors and Accessibility.

Information and Communication Standards

• Launched fully accessible public website and 217 school websites which conformed to WCAG 2.0 standards.
• Reduced system-wide reliance on PDFs; expanded accessible content training and centralized the Accessibility Resource Hub.
• Board approved pre-recorded videos produced by corporate communications continue to include open captions.

Employment Standards

• Updated employment, recruitment, and disability management policies and procedures to embed accessible employment practices.
• Ensured job postings, interviews, and recruitment communications included accommodation statements and removed unnecessary barriers.
• Strengthened workplace accommodation processes and provided assistive devices and accommodations.

Design of Public Spaces & The Built Environment Standards

• Completed accessibility retrofits, upgrades, and barrier-removal projects across schools.
• Advanced Board-wide installation of All-Access Washrooms, braille/high-contrast signage, and compliant exterior paths and parking.

The YRDSB has developed this Multi-Year Accessibility Plan for the new five-year period from September 2025 to August 2030.

The renewed timeframe re-establishes the Board’s commitment to accessibility based on the multi-year comittments and priorities.

The MYAP has been developed around the accessibility standards: General Standards, Customer Service, Information and Communications, Design of Public Spaces, Employment, and Transportation. Together, these standards guide organizations in identifying, preventing, and removing barriers to accessibility.

Barriers can take many forms, often overlapping and compounding. The most common types include:

• Attitudinal Barriers -- rooted in stereotypes and assumptions about people with disabilities.
• Physical Barriers -- obstacles in the built environment or design of spaces that limit mobility and access.
• Communication Barriers -- practices or formats that make information difficult to access or understand.
• Systemic Barriers -- policies or procedures that unintentionally create inequities.
• Technology Barriers -- digital platforms or tools that are not accessible or inclusive in design.

The York Region District School Board’s Multi-Year Accessibility Plan is structured to address these barriers to create equitable, inclusive, and accessible learning and working environments for our community. It reflects diverse lived experiences and acknowledges the varying accessibility needs within our jurisdiction. The Multi-Year Accessibility Plan is subject to budget allocations.

The General Requirements are those regulatory requirements that apply across all standards in this regulation – Information and Communications, Employment, Transportation and Design of Public Spaces.

Objective: Advance equity, accessibility, and human rights across the system

Objective: Ensure transparent reporting & consider feedback

Objective: Accessible procurement

Objective: Accessible training 

The Customer Service Standard under the AODA outlines requirements for service providers to make their goods, services, and facilities accessible for customers or patrons with disabilities. 

Objective: Professional learning on Disability and Anti-ableism

Objective: Data collection for continuous improvement

Objective: Increase physical accessibility of learning spaces

Objective: Promote awareness, use and training of accessible support and devices

The Employment Standard requires that employers must make their workplace and employment practices accessible to potential or current employees with disabilities. 

Objective: Accessible recruitment and hiring accommodations

Objective: Individualized accommodation plans & processes

Objective: Accessible return to work processes

Objective: Accessible information and communications for staff and candidates

Objective: Training & professional development on AODA and inclusion

Objective: Long-term culture and policy improvement

The Information and Communications Standard outlines requirements for organizations to create, provide and receive information and communications in ways that are accessible for people with disabilities. This should help people with disabilities access sources of information and communications that many of us rely on every day.

Objective: Provide accessible formats and communication supports on request.

Objective: Accessible websites/documents per WCAG 2.0

Objective: Enable accessible websites/documents per WCAG 2.0 and alternative formats

Objective: Increase accessible learning and instructional design (UDL & DI integration)

Objective: Training of Educators

Objective: Continue use of accessible technology and assistive supports.

Objective: Maintain formal feedback processes & Disruption Notices

The Design of Public Spaces standard of the AODA outlines the need for newly constructed or redeveloped public spaces to be accessible for people with disabilities. 

Objective: New outdoor public spaces to meet accessibility requirements

Objective: Barrier-free access to premises & features

Objectives: Annual retrofits and upgrades to remove barriers

Objective: Respond to Barrier Buster complaints

Objective: New school capital projects (long-term)

The Transportation Standard of the IASR requires transportation service providers to make make their services and vehicles accessible to people with disabilities. 

Objective: Accessible Transportation Services

Communication of the Plan

The YRDSB’s Multi-Year Accessibility Plan is posted on the Board's website and is available in accessible formats upon request. The plan will be shared with the YRDSB community through multiple methods. 

Review and Monitoring

The Accessibility Advisory Committee will:

• Monitor implementation of the plan
• Provide recommendations to support the implementation of the plan
• Prepare an annual status report on the implementation of the plan
• Review, seek feedback on, and update the plan in 2030

Feedback regarding the Multi-Year Accessibility Plan is both encouraged and essential for advancing accessibility at YRDSB in a way that recognizes the needs of all learners and people with disabilities.

To provide feedback, comments and/or suggestions about any section of this Multi-Year Accessibility Plan, please contact the Human Rights Office at:

YRDSB Human Rights Office

c/o The Education Centre - Aurora 60 Wellington St. West

Aurora, ON L4G 3H2

Phone: 905-727-0022 ext. 2172

Email: aoda@yrdsb.ca

Legislated Purpose

York Region District School Board (YRDSB or the Board) has prepared this Annual Accessibility Report in accordance with the Integrated Accessibility Standards, Ontario Regulation 191/11 under the Accessibility for Ontarians with Disabilities Act (AODA), 2005.

The Board is defined as a “designated public sector organization” under the AODA. All designated public organizations are required to:

• “prepare an annual status report on the progress of measures taken to implement the [multi-year accessibility plan], including steps taken to comply with this Regulation; and
• post the status report on their website, if any, and provide the report in an accessible format upon request. (O. Reg. 191/11, s. 4).

The Annual Accessibility Report provides an overview of the measures YRDSB has taken from September 1, 2024 to August 31, 2025 to identify, remove, and prevent barriers to accessibility for everyone who learns, works, and participates in the Board community. 

The report is prepared separately from the Human Rights Office (HRO) Annual Report. 

Commitment to Accessibility

YRDSB is committed to providing inclusive and accessible learning and working environments that support the four core principles of the AODA: integration, equality of opportunity, dignity and independence. These principles are aligned with the principles of the Board of Trustee’s Multi-Year Strategic Plan and the District Action Plan. 

We are committed to continual improvement in access to Board programs, services, and facilities, and to fostering a culture of accessibility within all areas of the Board. We are guided in our work by YRDSB Accessibility Policy #407, the Multi-Year Accessibility Plan, and the Accessibility Advisory Committee. 

The YRDSB Multi-Year Accessibility Plan (MYAP) 2020-2025 outlines measures the Board is taking to remove and prevent barriers to accessibility, and to meet the requirements of the AODA in the areas of

• policy, planning and reporting;
• training;
• procurement;
• customer service;
• information and communications;
• employment;
• transportation; and
• the built environment. 

The five-year MYAP outlines more than 120 commitments to advance accessibility across all areas of the Board's operations. To date, these commitments have been completed or remain ongoing.  

The following sections highlight achievements and measures undertaken during the fifth and final year of implementation of the 2020-2025 MYAP. As part of the transition to the next planning cycle, the Human Rights Office is leading the development of the new 2025–2030 Multi-Year Accessibility Plan.

Consultation with the Accessibility Advisory Committee has been instrumental in guiding the priorities and commitments in the forthcoming plan, ensuring that the next MYAP continues to reflect the lived experiences and accessibility needs of the YRDSB community.

1.1 Accessibility Advisory Committee and Annual Report

Accessibility Advisory Committee Meetings

MYAP Goal Alignment: Engage the Accessibility Advisory Committee

• Four Accessibility Advisory Committee meetings were held during the 2024-2025 school year. Approved meeting minutes are available to the public on the Accessibility Advisory Committee web page.

Annual Accessibility Report

MYAP Goal Alignment: Publish an Annual Accessibility Report

• This report is the completed annual status report describing the measures the YRDSB has taken during the 2024-2025 school year to identify, remove, and prevent barriers to accessibility.
• The finalized report will be posted online to the public on the Board’s Accessibility Reports and Plans web page. 

1.2 Accessibility Learning and Training

Accessibility learning and training includes:

1. Accessibility compliance training - mandatory and standardized accessibility training modules as set out under AODA legislation that build accessibility (and human rights) awareness; and
2. Accessibility learning beyond compliance - optional but recommended professional learning sessions and pathways intended to increase knowledge-building

Accessibility Compliance Training

MYAP Goal Alignment: Understand Accessibility as a Process

All new employees are required to complete the Accessibility and Human Rights 101 and Accessibility Standards for Customer Service compliance training modules. Educators are also required to complete Accessibility Awareness for Educators. 

Total completions among active employees for each of these online modules from September 1, 2024 to August 31, 2025 are as follows: 

• Accessibility Standards for Customer Service: 1,477
• Accessibility Awareness for Educators: 1,076
• Accessibility and Human Rights 101: 1,545

Accessibility Learning (Beyond Compliance)

MYAP Goal Alignment: Understand Accessibility as a Process

The focus of accessibility training at YRDSB has continued to shift towards professional learning beyond compliance through more customized and individualized sessions. 

Accessibility professional learning delivered during the 2024-2025 school year included symposium workshops and department-specific learning sessions, as presented in the following table.

“Customers” within a school board setting refer to all members of the YRDSB community, including: students, employees, trustees, parents/guardians, guests and visitors, permit holders, service providers, and volunteers.

This section outlines the programs and services offered during the 2024-2025 school year that supported more accessible learning or working environments for YRDSB customers.

2.1 Assistive Devices

Special Equipment Allocation (SEA)

Accommodations for students with identified special education needs often include access to assistive technology through Special Equipment Amount (SEA) claims.

The Ministry of Education approved approximately 1,500 SEA claims for the purchase of assistive technology for students with special needs during the 2024-2025 school year. 

Students received 1:1 training on High Incidence software (6,195 sessions) and teachers received training on Low Incidence software staff in both 1:1 and PLC formats (483 sessions).  

Hearing Assistive Technology

There are many different types of Hearing Assistive Technologies (HAT). The majority of HATs used within YRDSB provide a more direct speech or audio signal to users.

Digital transmitters and digital receivers minimize the effects that background noise and distance can have on speech or audio signals.

• Digital transmitters – Transmitters are microphones that capture speech directly from the speaker’s voice and transmit the speech signal to a receiver. Transmitters may also be used to transmit a direct audio input signal from an audio or video clip.
• Digital receivers – The signal from digital transmitters can be picked up by a variety of receivers. Many receivers are connected to or integrated with personal amplification devices like hearing aids, cochlear implants, or bone conduction hearing aids. These personal amplification devices augment the received audio signal for the user. In addition, some students may use ear-level receivers that are not integrated with amplification devices. In some classrooms, soundfield speakers are used to distribute the speech signal from the speaker throughout the room to improve the listening environment for all.

Vision Assistive Technology

Assistive technology for students with visual impairments (blind, low vision, and Deafblind) include:

• MacBooks: Some students use MacBook's accessibility features for low vision
• PC Windows laptops: Braille users continue to use PC Windows laptops
• Other Vision Assistive Technology include magnifiers, braille embossers, refreshable braille displays, large print keyboards, screen reader software, robotics, and more.

2.2 Student Services and Supports

Blind/Low Vision (BLV) and Deafblind Services

• BLV & Deafblind Services supports students who are Blind / Low Vision and students who are Deafblind.
• BLV & Deafblind Services has a team of Teachers of Students with Visual Impairments (TSVI).
• BLV & Deafblind Services has two teachers who provide orientation and mobility supports.
• BLV & Deafblind Services can include support from Deafblind Intervenors and Braillists.
• BLV & Deafblind Services maintains a partnership with the Provincial School for the Blind.

Deaf and Hard of Hearing (DHH) Services

• DHH Services supports students who are Deaf or Hard of Hearing.
• DHH Services has a team of Specialist Teachers for Students who are Deaf or Hard of Hearing (STSDHH).
• DHH Services can include support from Access Notetakers, Assistants for Sign Language Support, Sign Interpreters, and Assistants to Students who are Deaf and Hard of Hearing.
• DHH Services maintains a partnership with the Provincial School for the Deaf.

3.1 Accessible Web Content

YRDSB Websites

The Board launched 217 individual new YRDSB school websites in 2025 that are designed to conform to WCAG 2.1 Level AA standards and continues to monitor its web content to ensure AODA compliance. 

Content contributors within the Board receive support and training in order to publish more accessible web content/copy.

Accessibility Resource Hub

The YRDSB Accessibility Resource Hub is a centralized web space on the BWW that continues to be updated with best practice resources and guidelines to educate and support the system in making learning and working environments more accessible.

3.2 Accessible Formats and Communication Supports

Accessible Board Videos

All Board-approved pre-recorded videos produced by Corporate Communications and/or Learning Design and Development continue to include open captions, in line with WCAG 2.1 Level AA requirements.

Accessible Document Remediation

Accessibility champions within YRDSB continued to remediate documents throughout the 2024-2025 school year.

4.1 Scheduled Accessibility Projects

MYAP Goal Alignment: Provide Accessible Customer Service

Facility Services completes accessibility projects to update, modify, and retrofit existing buildings as part of its multi-year plan. A list of accessibility projects started and/or completed at YRDSB schools during the 2024-2025 school year is presented in the following table.

Total cost of accessibility projects in 2024-2025 school year: $1,635,336.06

*Costs for projects in progress may be estimates/forecast amounts. 

Facility Services also worked to include accessibility features in asphalt projects, such as embedding tactile plates in the sidewalk at crosswalks (similar to those used in municipal sidewalks) and ramping to entrance doors, where possible. 

All Access Washroom Project

MYAP Goal Alignment: Provide Accessible Customer Service

During the 2024-2025 school year, Facility Services continued with implementation of the Board's All Access Washroom project. All access washrooms have now been installed across all Category 1 to 3 schools, which have one all access (or all gender) washroom per floor. Facility Services is now working on Category 4 schools that require significant renovations and costs in order create an all-access washroom. 

Braille Signage Project

MYAP Goal Alignment: Provide Accessible Customer Service

Blind / Low Vision (BLV) Services continued to identify and update a priority list of YRDSB schools with students who require Braille signage to access their school environment. Braille signage has been completed at Emily Carr Secondary School and is underway at Baythorn Public School. 

Barrier Buster Reporting Tool

MYAP Goal Alignment: Provide Accessible Customer Service

Members of the YRDSB community can notify the Human Rights Office of barriers to accessibility through the Barrier Buster reporting tool. Appropriate resolution of the complaint is through collaboration with relevant departments such as Facility Services, Human Resource Services, and Information Technology Services. The majority of the barriers reported in 2024-2025 related to accessibility in the built environment.

5.1 Accessible Employment

Disability Management

MYAP Goal Alignment: Provide Accessible Customer Service

The Disability Management (DM) team within Human Resource Services supported 3,865 employees through DM during the 2024-2025 school year.

• DM files carried over from the 2023-2024 school year: 2,144
• New DM files opened in 2024-2025: 1,721
• DM files closed in 2024-2025: 1,620

Assistive Devices 

Assistive devices provided by Human Resource Services for workplace accommodations include the following:

• Accessible power door switchers
• Air cleaners and humidifiers for scent sensitivities and allergies
• American Sign Language (ASL) interpreters
• Apple pens
• Communication Access Realtime Translation (CART) and/or computerized notetaker services
• Cooling vests
• Custom noise-cancelling ear plugs
• Document cameras
• Hearing assessments resulting in hearing systems (FM transmitters, receivers, microphones, and sound barrier devices)
• IPads for accessibility
• Mobility devices (scooters, wheelchairs, wheeled carts, stools),
• Modified work stations (special chairs, desks, keyboards, monitors and lighting),
• Non-custom ear plugs (Loop)
• Specialized phones and headsets,
• Speech to text software
• Vision technology training (coaching)
• Voice amplification
• Worksite ergonomic assessments (coordination)
• Zoomtext Plus technology

Candidate Support

MYAP Goal Alignment: Provide Accessible Customer Service

• Human Resource Services (HRS) continues to review job postings to ensure only bona fide occupational requirements and educational credentials are included to reduce barriers to entry.
• To support accessible virtual recruitment, HRS has fully transitioned to Microsoft Teams as the primary platform for video interviews. The Recruitment and Retention team reviewed the Accessible Video Conferencing Guidelines and integrated this resource into the annually distributed Administrators’ Toolkits for use in school-based interviews.
• A standardized accommodation statement is included in all job postings and candidate communications throughout the recruitment process. Candidates are informed of their right to request accommodations at every stage, including during the pre-employment stage. HRS also works to ensure that external job fairs are accessible to candidates with diverse abilities.
• As part of the Board’s commitment to dignity, individualization, and inclusion, HRS continues to offer tailored accommodations to candidates with diverse abilities. These may include additional time, quiet spaces, scribing support, access to dictionaries, and advance provision of interview questions. All candidates are also provided with interview questions during the interview as a standard practice.
• All new employees are required to complete Customer Service Standard training to ensure consistent understanding and application of accessibility principles.
• Candidates and employees have access to Barrier Buster, the Board’s online reporting tool for identifying and addressing barriers to accessibility. Concerns may also be reported directly to the Manager, Recruitment and Retention.

YRDSB was randomly selected for and successfully completed a desk audit by the Ministry for Seniors and Accessibility. The desk audit verified the Board’s compliance with the Accessibility for Ontarians with Disabilities Act, 2005 (AODA) and the Integrated Accessibility Standards Regulation (Ontario Regulation 191/11).

The Ministry requested documentation and verification in the following five areas of compliance:

• Multi-Year Accessibility Plan and Maintenance of Accessible Elements – including public posting of the plan, review cycle, consultation process with persons with disabilities and the Accessibility Advisory Committee (AAC), and maintenance procedures for accessible elements.
• Training – evidence of staff completion of mandatory accessibility and Human Rights Code training modules.
• Accessible Feedback Processes – public accessibility of feedback mechanisms and procedures for providing alternate formats and communication supports.
• Employment Standards – accessible recruitment, assessment, and selection practices, notification of supports for successful candidates and employees, and processes for individual accommodation and return-to-work.
• Design of Public Spaces – documentation of accessibility features and consultation practices for outdoor public use eating areas, exterior paths of travel, and play spaces.

The Human Rights Office coordinated the Board’s submission by providing links, policies, and records as required. Supporting evidence included the Multi-Year Accessibility Plan 2020–2025, training completion data, accessibility policies, and relevant templates and process documents.

Following the Ministry’s review, YRDSB met all compliance requirements and passed the audit. This positive outcome affirms the Board’s continued commitment to meeting and exceeding the standards set out under the AODA and IASR, and to maintaining transparent, accountable accessibility governance.

During the 2024–2025 reporting period, the Human Rights Office led a review and update of Policy #407 –Accessibility to ensure continued alignment with the Accessibility for Ontarians with Disabilities Act, the Integrated Accessibility Standards Regulation, and the Board’s Multi-Year Accessibility Plan. 

The updated policy strengthens language around inclusive design, proactive barrier prevention, the Board’s obligations to consult with persons with disabilities as well as updated procedures for service animals for parents/guardians. The revisions are now complete and available on the YRDSB website.