Navigating college can be daunting, especially for students with disabilities. This challenge is growing—registrations through Offices for Students with Disabilities (OSDs) increased by nearly 80 per cent between 2013-14 and 2020-21, according to the Higher Education Quality Council of Ontario.
In response to this rising need, Durham College (DC) has been enhancing accessibility as part of its five-year plan, following a 2020 audit.
“We regularly consult accessibility legislation and best practices to ensure we’re on track,” said Angela Werner, who provides administrative support to the Accessibility Coordinating Committee. “Our next Multi-Year Accessibility plan is under development and is scheduled to be released in September 2025.”
This commitment to improving accessibility is already making a difference for some students.
A second-year social service worker student, who wishes to remain anonymous, uses a power wheelchair to navigate campus. “Whether that be in classes, the gymnasium, cafeteria or on campus grounds,” she said.
She also relies on a personal staff assistant who helps with tasks she cannot do herself. “She opens doors, moves chairs, and helps get my professor’s attention,” she said.
The assistant also helps academically, taking notes and making to-do lists. “But I have to verbally communicate everything she does,” the student said.
Durham College offers this support through a program set up with the help of her access and support coach. “It’s quite a strenuous process, but it’s definitely worth it,” she said. However, she notes the program isn’t directly affiliated with the college and requires significant paperwork submitted with the support of the Access and Support Centre (ASC).
Kristin Pablo, an accessibility coach at ASC, has been with the centre for more than three years. The office assists students in accessing necessary accommodations, whether temporary or permanent.
“A temporary accommodation might involve providing a note taker if a student has a short-term injury,” she said.
“What we do is support those students with accommodations to offset the learning environment and make it equitable and inclusive for them so they can be successful,” said Pablo.
DC’s accessibility committee meets “almost monthly” to assess ongoing requirements.
“Our job as coaches is to ensure those accessibility needs are met continuously,” said Pablo, who outlined the process students must follow to request accessibility accommodations. Students meet with frontline staff, fill out an intake form and connect with a coach. Documentation requirements may vary.
During the initial meeting, the coach works with the student to determine their eligibility and explain how accommodations work. Pablo emphasized the continuous support provided to students from intake through graduation.
The anonymous student appreciates the support from her access and support coach but notes that issues are not always resolved quickly.
“I adore working with my coach, but sometimes I have to repeatedly follow up when things aren’t working,” she said.
She often submits maintenance tickets and follows up through emails to ensure fixes are completed.
Pablo acknowledged these challenges and encouraged students to raise concerns during their meetings. “We always advise students to meet with their coaches and address any issues directly,” she said.
Durham College offers a wide variety of resources to support students, according to Pablo.
According to Werner, accessibility is a continuous priority for Durham College. “We regularly review and update our infrastructure, services and programming to meet and exceed accessibility standards,” she said.
For more complex needs or broader institutional questions about accessibility, the ASC team works closely with leadership.
For broader issues, Donna Edge-Bean would connect with the access committee, Pablo said.
Edge-Bean is involved in multiple committees within Durham Region that advocate for accessibility both within the college and the broader community.
The student acknowledges DC’s efforts. “It’s definitely a step in the right direction,” she said. “There is massive room for improvement, as with anything.”
She appreciates the individuals at ASC who listen to her concerns but notes that the process and wait times can be a strain both academically and physically: “It sometimes makes it challenging for me to access those services.”
Pablo recognized that some spaces on campus still lack accessibility.
“Not every room is accessible currently at Durham College,” she said. “However, we have put in a very vast effort.”
DC is not just focused on meeting students’ immediate needs but also on creating long-term accessibility improvements. She highlighted accessibility extends beyond academics.
“We want to level the playing field and make sure that it is accessible in whatever fashion it needs to be so that students have success and also that fun environment,” Pablo said.
The college’s current projects include upgrading automatic door operators, adding more wayfinding signage with tactile and braille elements, upgrading washrooms and changerooms to be accessible and meet all gender needs, and ensuring newly renovated spaces incorporate universal design principles.
The anonymous student believes more awareness is needed among the student body.
“Because if the student body isn’t aware, then those changes cannot be made on a campus-wide scale,” she said.
However, she also expressed gratitude to peers who help when needed.
“I have had multiple peers and colleagues open doors for me when the buttons aren’t working. I’ve had multiple students push chairs out of the way for me.”
Beyond physical accessibility, digital accessibility is a crucial yet often overlooked area in academic settings.
Werner said, “We are also expanding digital accessibility initiatives, with ongoing training for faculty and staff to make learning materials and online resources more accessible for all students.”
Matisse Hamel-Nelis, a communications and public relations professional in the Faculty of Media, Art & Design, advocates for stronger digital accessibility policies.
“When someone says, ‘I can’t access your PDF on your website,’ the assumption is that if it’s online, it should be accessible—but that’s not always the case,” she said.
Hamel-Nelis explained that accessibility and usability are not the same. “A PDF might meet technical standards, but if users can’t navigate it effectively, it’s not truly accessible,” she said.
Hamel-Nelis pointed to common barriers to improving digital accessibility, such as limited time, budget constraints and uncertainty about where to start.
“Many assume it’s going to be expensive, but the key is having a clear strategy for digital accessibility and communications,” she said.
According to the Higher Education Quality Council of Ontario, Ministry of Colleges and Universities (MCU) special purpose grants distributed $54 million to postsecondary institutions in 2022-23, while the Accessibility Fund for Students with Disabilities (AFSD), distributes $32 million annually.
Despite Durham College’s efforts, Hamel-Nelis said, “We are still far behind from an organizational standpoint.”
She explained that digital accessibility directly impacts student success, particularly in a post-pandemic world where many courses have shifted online.
“If my faculty member doesn’t know how to make certain things accessible, I am out of that educational piece,” she said.
“When we are applying digital accessibility… we want to ensure that what we are producing is accessible so that no matter who that individual is, they can access the information in real-time,” Hamel-Nelis said.
According to the Multi-Year Accessibility Plan (2020-2025), as of July 2022, the DC website’s Site Improve auditing tool scored the same as the previous year (99 per cent) in accordance with AA accessibility standards.
The World Wide Web Consortium (W3C) created the AA accessibility standards, a set of globally accepted rules that ensure digital content is usable by everyone, including people with disabilities.
“When it comes to accessibility policies and practices, the biggest thing is you need to get training,” she said. “You can’t expect faculty and staff members to know how to do something without training.”
Hamel-Nelis urged faculty and students to raise awareness. “Anyone can become part of the disability community at any time, which makes advocacy essential,” she said.
“Integrating accessibility and inclusion into our curricula helps ensure the next generation of professionals continue the important work of building an inclusive society,” said Dr. Elaine Popp, president of Durham College, in a LinkedIn post.
She further said, “Beyond the classroom, Durham College’s partnerships with organizations such as the Abilities Centre amplify their impact, creating opportunities for students and communities to thrive in a barrier-free world. “
Werner also highlighted DC’s collaboration with local agencies and institutions. “Whether it’s working with the Region of Durham on accessible transit stops near campus or aligning event programming with inclusion in mind, we believe that improving accessibility is a shared responsibility,” she added.
The anonymous student praised the college. “I have operated in spaces that are less than ideal,” she said. “I definitely appreciate the attention when it comes to accessibility.”
As Durham College continues to enhance its accessibility strategies, its commitment to meeting the diverse needs of students—both physically and digitally—remains a priority. Pablo encouraged students to seek support when needed: “We want to support students. Come connect with us if you need any of those supports at any time.”