duty to accommodate
The ground of family status raises wide-ranging and complex issues. It is clear from this consultation that individuals with caregiving responsibilities face a range of systemic barriers to full participation in employment, housing and services. The Commission heard that families cannot, on their own, resolve all of these barriers. Addressing them will require a coordinated approach from government, employers, housing providers, service providers, and the Commission itself.
A number of submissions received by the Commission identified barriers for families in the receipt of services. The Commission heard concerns about a broad range of services, including large public services like transportation, education and health, as well as small private services.
What are the lessons we can learn? How can we move towards a different world: one where there is public support for child rearing and care giving; one where both men and women are given equal roles and responsibilities; one where care giving requirements don’t fall on people who are already struggling?
A number of conflicting rights scenarios and their potential resolutions have been presented throughout this paper in order to illustrate specific balancing tools. This section of the paper will utilize each of the tools noted above by working through one timely example of conflicting rights: same-sex marriage and civil marriage commissioners. This example has been chosen not only for its currency, but also because it encompasses both the service and employment contexts.
As part of the duty to accommodate, education providers are responsible for taking steps to plan for the accommodation of students with disabilities. Effective planning will take place both on an organizational level and on an individual level in relation to each student with accommodation needs. Individual planning should also address the transition needs of a student as he or she moves from one level or type of education to another.
School Boards and Schools
- Make all classroom materials (handouts, etc.) available in alternative formats in a timely manner.
- Review local level practices to determine ways in which accommodation can be provided in a more timely manner.
- Decide their curriculum book lists in a timely fashion so that alternative formats may be arranged for students with disabilities.
- Provide interim accommodation for students pending the completion of professional assessments.