TITLE
Stand Up! Speak Out!
An Advocacy Guide for Blind, Deaf-Blind and Partially Sighted Canadians
Written by Monika Penner
Published by the Alliance for Equality of Blind Canadians (AEBC) October, 2006
Table of Contents
Part One
1. Introduction
1.1 The Alliance for Equality of Blind Canadians (AEBC)
1.2 A Note about the Language Used in this Guide
1.3 Navigating this Guide (Microsoft Word Version only)
Part Two
2. What is Advocacy?
2.1 Who Can Be An Advocate?
2.2 Qualities of Successful Advocates
2.3 Forms of Advocacy
i) Self Advocacy
ii) Peer / Consumer Advocacy
iii) Citizen Advocacy
iv) Consumer Group Advocacy
v) Community Agency Advocacy
vi) Case Manager
vii) Protective Services
viii) Systemic & Legislative Advocacy
2.4 The Advocacy Process
i) Step One: Preparation
ii) Step Two: Planning
iii) Step Three: Action
iv) Step Four: Evaluation
2.5 Advocacy Techniques
i) Advocating In Person
ii) Advocating Over the Phone
a) Sample Record of Conversation
b) Sample Telephone Log
iii) Advocating Through Writing
a) Format for Writing Letters
b) Sample Advocacy Letter
2.6 Using the Media
i) Interviews
ii) Letters to the Editor
a) Sample Letter to the Editor
iii) Media Releases
a) Media Release Format
b) Sample Media Release
2.7 Advocacy Tips
2.8 Barriers to Advocacy and Other Challenges
2.9 Effective Communication
i) Active Listening
ii) Giving Feedback
iii) Clear Communication
iv) Negotiation and Persuasion
v) Communicating During Conflict
2.10 Assertive Communication
2.11 Code of Ethics for Advocates
Part Three
3. Case Scenarios
a) Example #1: Braille Bank Statements
b) Example #2: Coffee Shop Accessibility
c) Example #3: Audible Bank Machines
d) Example #4: Braille Textbooks
e) Example #5: Court Challenges Program
f) Example #6: Nondiscrimination Policy for Blind Teachers
g) Example #7: Wheelchair Ramp for Condominium
h) Example #8: Challenge Ballot Campaign
i) Example #9: Never Threaten What You Can’t Follow Through
3.1 Chapter Meeting or Annual General Meeting / Conference Discussion Questions
Part Four
4.1 Advocacy Guides and Manuals
4.2 Canadian Charter of Rights and Freedoms
4.3 DisAbility and Consumer Rights Information and Resources
4.4 DisAbility / Advocacy Organizations: National
4.5 DisAbility / Advocacy Organizations: Provincial
Alberta
British Columbia
Manitoba
New Brunswick
Newfoundland
Northwest Territories
Nova Scotia
Nunavut
Ontario
Prince Edward Island
Quebec
Saskatchewan
Yukon Territory
4.6 Government Agencies and Resources: National
4.7 Government Agencies and Resources: Provincial
Alberta
British Columbia
Manitoba
New Brunswick
Newfoundland
Northwest Territories
Nova Scotia
Nunavut
Ontario
Prince Edward Island
Quebec
Saskatchewan
Yukon Territory
1.0 Introduction
Like other persons with disAbilities, Blind, Deaf-Blind and partially sighted individuals have needed to advocate for services and support, equal access to information, education and employment, the ability to travel safely and independently, and many other needs and rights in Canadian society.
It is for this reason, and the fact that Blind, Deaf-Blind and partially sighted Canadians still face institutional, attitudinal, and other societal barriers that the Alliance for Equality of Blind Canadians / L'Alliance pour l'ÉgalitÉ des Personnes Aveugles du Canada (AEBC) has developed this advocacy guide.
The AEBC believes that education about the advocacy process, assertive communication, persuasion techniques and available resources can help individuals successfully advocate for themselves and others, and that through advocacy and public education, a more equitable and accessible Canadian society can be created.
This guide discusses the various forms of advocacy, the advocacy process, tips and barriers, as well as assertive and effective communication, in order to assist individuals interested in advocating for themselves or others. Incorporating real-life stories, this guide seeks to bring alive for the reader the continued need for advocacy in Canadian society, at individual, institutional, municipal, provincial and national levels.
This guide is available in multiple formats, through the Alliance for Equality of Blind Canadians (AEBC). You can contact the AEBC by calling 1 800 561 4774, or visiting our accessible website at blindcanadians.ca
1.1 The Alliance for Equality of Blind Canadians (AEBC)
The Alliance for Equality of Blind Canadians / L'Alliance pour l'ÉgalitÉ des Personnes Aveugles du Canada (AEBC) is a consumer group of Blind, Deaf-Blind and partially sighted individuals and other interested and supportive persons. The AEBC works toward a common goal of preserving and enhancing the rights of Blind, Deaf-Blind and partially sighted Canadians through public education, advocacy, and other initiatives.
Founded in British Columbia in 1992, the AEBC is a uniquely Canadian organization that is also a registered charity. In the early days, a major goal of the AEBC was to convey the message that public misconceptions about the abilities of persons who are Blind, and not blindness itself, was the primary obstacle; today, AEBC continues to work towards this goal, as well as many others.
Programs and services of the AEBC include:
• a Scholarship Program, which offers financial awards annually to outstanding Blind, Deaf-Blind and partially sighted Canadian students
• a Mentorship Program, which provides Blind mentors to young Blind persons or adults who are experiencing vision loss
• the Canadian Blind Monitor, a national magazine devoted to issues, concerns and achievements of persons who are Blind, dea-fblind or partially sighted
• public education, to improve attitudes which will reduce the unacceptable levels of unemployment and poverty among Blind persons in Canada.
• a national email listserv, which provides ways for Blind people themselves to share information, and to use that information to forge a national consensus and a strong cohesive national consumer movement of Blind Canadians.
• advocacy, to secure needed services and to participate in the development of new policies and programs.
The AEBC has worked hard to reflect the beliefs of Blind, Deaf-Blind and partially sighted Canadians with the organization continuing to be controlled by its membership. The AEBC has responded to Canada's unique social, geographic, economic and legal systems, having developed policies and programs in harmony with Canadian values.
The AEBC is working towards increasing relevance to the Blind community, forging a consensus between organizations for and of the Blind at national and provincial levels, and making larger, more powerful organizations more accountable to their consumers and the individuals they report to serve.
It is through this work, past, present and future that the Alliance for Equality of Blind Canadians will achieve recognition as a leading voice of Blind consumers, and assist them to participate more fully in all aspects of Canadian society.
For more information about the AEBC, including how to support our valuable work, please call toll-free at 1 800 561 4774 or visit our informative and accessible website at blindcanadians.ca
1.2 A Note about the Language Used in this Guide
The term ‘consumer’ is used in this guide interchangeably with persons who are Blind, Deaf-Blind, and partially sighted. ‘Consumer’ is a broad term which means any person with a disAbility, and reflects empowerment (i.e. involvement in decision making and knowing what is best for oneself), versus ‘patient’ or ‘client’ which suggest a passive recipient of services.
Emerging from the Independent Living (IL) and DisAbility Rights Movements which began in the 1970’s and advocated for equal rights, opportunities, and personal independence for persons with disAbilities, the term ‘consumer’ suggests that individuals with disAbilities are entitled to decide for themselves what services and supports they need and want.
Indeed, the Independent Living and consumer movements differ from traditional service-providing organizations through their emphasis on consumer control, peer support and community integration by and for people with disAbilities themselves. While service-organizations may speak on behalf of the people they serve, consumer organizations are in fact the legitimate voice of their members.
1.3 Navigating this Guide (Microsoft Word Version only)
NOTE ABOUT BOOKMARKS:
The Microsoft Word version of this document has been created with bookmarks for easier use. This allows you to go directly to any section of this guide, from the table of contents. These bookmarks can be accessed with a mouse or keyboard, as long as this function is enabled on your word processing software. These instructions are for 2003 and XP versions of Microsoft Word. Older editions of Word may differ.
IF YOU USE THE KEYBOARD:
In the table of contents, move the cursor to the title of the section you want to go to, and press “Enter”.
IF YOU USE A MOUSE:
In the table of contents, move the cursor to the title of the section you want. At the same time, press “Control” and the left-click button on the mouse.
RETURNING TO BEGINNING OF DOCUMENT:
You can return to the beginning of the document at any time, by pressing the “Control” and “Home” buttons on the keyboard, at the same time. By doing this, you will return to the table of contents.
2.0 What is Advocacy?
Advocacy is the art of persuasion, and about making one’s needs and views known. Derived from the Latin word ‘advocate’, which means ‘to call to, to summon’, advocacy is about lending a voice in support of something to someone.
Advocacy may be necessary when:
• A person’s rights are not being respected by an individual or institution (i.e. if a Blind student is denied course reading materials and exams in the accessible format of her or his choice)
• A person is discriminated against because of his or her disAbility (i.e. if a taxi driver refuses to pick up a Blind person who has a Guide Dog)
• A person is not receiving the supports or aids she or he requires
• A person is denied a say into the kinds of supports, aids, or services he or she receives (i.e. if a service provider does not take into account, or disregards the consumer’s desires)
• A person is treated in a disrespectful manner (i.e. if a salesperson addresses the Blind customer’s companion, rather than the Blind person, him or herself)
• A current situation is not meeting the needs of a person with a disAbility (i.e. sandwich boards and other debris in the middle of sidewalks can be dangerous to persons who are Blind, Deaf-Blind and partially sighted)
As April D'Aubin, Research Analyst for the Council of Canadians with Disabilities (CCD) notes, “The common denominator in the advocacy and organizational efforts of people with disabilities is the desire to eliminate discrimination preventing the full and equal participation of people with disabilities and to establish mechanisms that would prevent the creation of new obstacles.
The barriers facing people with disabilities have been formidable: segregation, unemployment, forced nontherapeutic sterilization, institutionalization. While some obstacles have been removed through successful advocacy campaigns organized by the disability community (e.g. accessible buses on regular routes), other barriers have proven to be well entrenched (e.g. discriminatory immigration regulations that prevent the immigration of people with disabilities to Canada), and new ones emerge with changes in technology (e.g. websites that become increasingly inaccessible to those who use screen readers).”
Advocacy is necessary on a personal level to protect one’s rights, and to receive the supports and services one needs, wants, and is entitled to; advocacy is also needed at municipal, provincial and federal levels to promote issues important to the Blind community, and other persons with disAbilities, as well as influence policymakers and other people in positions to make decisions that effect consumers.
2.1 Who Can Be An Advocate?
An advocate can be any person or group who makes their views known, in an effort to create positive change for him or herself, another person, or group of people. Advocates include consumers and consumer organizations, parents, social workers, homemakers and lawyers.
The consumer model of disAbility recognizes that the person with a disAbility is always the best expert on what services and supports best suit his or her needs; thus, self-advocacy, by oneself or with other consumers, is a truly powerful force.
This runs contrary to the medical model of disability in which service professionals decide on what the person with a disAbility needs. While health professionals can and do provide valuable information and feedback, as consumers, people with disAbilities have the right to actively choose, accept, or reject decisions, rather than passively receive service. Through advocacy, consumers can ensure that their needs, desires, and rights are heard by the people making decisions that affect them.
2.2 Qualities of Successful Advocates
While the situations in which advocacy may be needed vary, the qualities of successful advocates are similar. Qualities of persons who successfully advocate include:
• Being persistent
• Having an open and flexible mind
• Possessing creative problem-solving techniques
• Being prepared
• Having an ability to disagree without closing the lines of communication
• Being able to listen, and communicate clearly
• Having adequate knowledge of the area in question
• Knowing one’s rights and responsibilities
• Being able to assert oneself without being antagonistic
• Having an ability to persuade
• Being able to be persuaded, when appropriate
• Treating others respectfully
• Knowing who to ask for help
• Celebrating the small victories
• Knowing when a change is strategy is necessary
Individuals new to advocacy may feel uncomfortable standing up for their rights, at least at first. Connecting with consumer organizations such as the Alliance for Equality of Blind Canadians may be helpful in developing one’s skills, particularly since this group can provide valuable opportunities to practice advocacy, firsthand.
2.3 Forms of Advocacy
There are many forms of advocacy which can be categorized by the nature of the advocacy involved (i.e. what is attempting to be accomplished), and by who is actually doing the advocacy. Each form of advocacy has its own advantages and disadvantages, and thus, may be better suited for different situations.
This section outlines eight different forms of advocacy, exploring their strengths, disadvantages and usefulness in various situations. It should be noted that more than one form can be used at a time, and that one approach may in fact involve multiple forms of advocacy, such as individuals acting on their own behalf (self-advocacy), being supported by consumer organizations (consumer group advocacy) and working towards political change (legislative advocacy).
i) Self Advocacy
Self-advocacy occurs when a person advocates directly for him or herself. Self-advocacy involves understanding one’s strengths and needs, knowing one’s legal rights and responsibilities, identifying one’s personal goals, and communicating these to others.
Self-advocacy is useful for getting one’s needs met (i.e. for services, adaptive equipment, accessible formats, etc.), asserting one’s rights, and fighting individual and systemic discrimination that one may experience. Self-advocacy can also be used in conjunction with other forms of advocacy, for personal situations one has encountered, as well as systemic and legislative change.
As the consumer is always the best expert on him or herself, self-advocacy can be a powerful way of creating positive change; as John Rae, current President of the Alliance for Equality of Blind Canadians (AEBC) notes, “We are our own best spokespersons. We live disability every day.”
However, for some individuals, self-advocacy is the most uncomfortable, and even frightening – at least at the beginning. Teaming up with a peer or citizen advocate, consumer group or community agency may help people who feel uncomfortable advocating by themselves, as well as lend strength to their position.
Individuals can strengthen their advocacy skills by building self-esteem and self-confidence, and by developing effective, assertive communication. However, perhaps of most importance is that practicing advocacy helps develop one’s advocacy skills. By partnering with a consumer organization, such as the Alliance for Equality of Blind Canadians (AEBC), one may gain valuable opportunities to develop his or her advocacy skills, by watching seasoned advocates in action, and participating alongside them. Such exposure, experience, and subsequent personal growth are what John Rae calls “the most valuable legacy of the disAbility rights and consumer movements.”
ii) Peer / Consumer Advocacy
A peer or consumer advocate is a person with a disAbility who advocates for another person with a disAbility. The peer advocate typically has experience and / or training in advocacy, or may have even experienced a similar situation to the person she or he is advocating for.
Like other advocates, a good peer advocate is directed by the consumer, and does not ever substitute his or her own views ‘in the best interests’ of the person she or he is assisting. The peer advocate does not make decisions for the consumer, nor represent the consumer without his or her expressed permission. This respect for the consumer and his or her decisions is paramount to the advocacy process, and ensures that the person with the disAbility is ultimately in charge.
Consumer advocates can be particularly helpful in situations they may have experienced themselves, such as advocating for accommodations at school or work, or navigating disability benefits systems. Once again, however, the consumer is the ultimate decision maker in what course of action is right for him or her, and that includes the right to decide not to pursue with advocacy, at any given time.
(See Section 2.11 for ethical considerations when advocating for someone else).
Peer advocacy can provide valuable emotional support, as well as practical support and information. Many consumer groups train their members to assist with advocacy, as well as provide mentorship to persons with disAbilities. By providing these and other services, consumer groups help reduce the isolation and discrimination that many persons with disAbilities experience, and encourage consumers to band together for personal growth and social change.
iii) Citizen Advocacy
A citizen advocate is a capable volunteer who advocates for the rights or interests of a person with a disAbility. Citizen advocates differ from peer advocates in that they are not consumers themselves. However, they may have experience and interest in working with persons with disAbilities, including personal experiences, such as having a family member with a disAbility.
Citizen advocates can be helpful in navigating governmental and organizational systems that they are familiar with, such as applying for disability benefits, or challenging discrimination at work. Similar to other advocates, citizen advocates must always respect the choices and decisions of the consumer.
iv) Consumer Group Advocacy
Consumer group advocacy involves groups of people with disAbilities advocating for change. This is an incredibly effective method not only because consumers are advocating for themselves, but also because there is truly strength in numbers. Group advocacy also prevents burnout of individuals, and provides a larger, stronger voice to issues. Indeed, it can be easier for many people, than one, to solicit media attention and support from government and communities at large.
One of the main challenges of consumer group advocacy, or group work of any kind, is that it can be difficult to get a large group of people to agree. Hence, it is helpful to identify, at the beginning, goals that everyone can agree upon, such as the need for a specific change in law, as well as the way in which the group will make decisions, i.e. by consensus (everyone agreeing) or majority-wins voting.
Consumer groups may be cross-disAbility groups, involving and representing persons with different disAbilities, or uni-disAbility groups, in which persons organize around issues related to a particular disability.
(See Section 4 for a listing of national and provincial disAbility, consumer and advocacy agency organizations and resources.)
v) Community Agency Advocacy
Some community agencies engage in advocacy as part of the services they provide. There are agencies which serve people with disAbilities, women, immigrants, youth, homeless people, people on social assistance, parents, and victims of crime. Various agencies provide advocacy on different topics, such as financial aid, housing, and the law. Getting in touch with advocacy organizations can be valuable, particularly when gathering information, support, and / or assistance with advocacy.
(See Section 4 for a listing of national and provincial disAbility, consumer and advocacy agency organizations and resources.)
vi) Case Manager
A case manager is someone whose job it is to assist consumers with navigating, accessing, and advocating for services, the most common example being social workers. While not all case managers are good advocates, there are those that are. Having a case manager who respects the views of the consumer, and works toward the goals the consumer has identified, can be a powerful ally to the person with a disAbility.
If a case manager does not respect the consumer’s decisions, the person with a disAbility may need to self-advocate and / or seek the assistance of other advocates in ensuring the caseworker respects his or her decisions, or to access and advocate for services without the caseworker’s involvement. Many communities have agencies which provide this type of advocacy, and consumer groups can certainly provide valuable guidance in this area. Visit the resource section at the end of this guide for a listing of national and provincial consumer advocacy groups, as well as government agencies and contacts.
vii) Protective Services
Protective services are legislatively-mandated guardianship and trusteeship designed to protect the interests and rights of vulnerable people, such as children and persons with impaired judgment because of an illness or disAbility (i.e. a person in a coma).
In a nutshell, protective services advocates for the interests of persons unable to do so themselves, which may include guardianship of finances, healthcare needs and treatment.
viii) Systemic & Legislative Advocacy
Systemic advocacy involves an individual or group seeking to influence policy or laws, in order to influence institutional change. This includes advocating for change to provincial or federal disability benefits, and government programs for persons with disAbilities. Legislative advocacy is a form of systemic advocacy, and involves using the legal process to mandate change.
Systemic and legislative advocacy may involve a wide range of players, including self and consumer advocates, community organizations, and consumer groups. Indeed, having a wide array of supports certainly helps such advocacy, by bringing more attention to the issue and asserting that the issue is important.
2.4 The Advocacy Process
Successful advocacy involves a number of steps. From preparation and planning to the follow-through and follow-up of a determined course or courses of action, there are important tasks one must perform, in order to increase the likelihood of achieving one’s goal(s). This section describes the four different advocacy steps and the tasks involved with each; there is also a checklist after step two, to ensure one is ready to proceed to the action phase, step three.
i) Step One: Preparation
The first step is preparing for advocacy, and this involves four different components: assessing the situation, defining the issue, gathering information, and identifying supports.
a) Assess the Situation
The first step in solving a problem is to identify it. One needs to properly assess what actually occurred. Were you not being heard, or were you being treated disrespectfully or denied equitable access? Who all was involved? Where did it happen? And what are the consequences of this problem?
It is also important to identify what has been done, thus far, to resolve the situation, and whether or not similar situations have occurred in the past, and if the experiences are linked.
For instance, perhaps a taxi driver refused to pick you up because you travel with a guide dog. It is important to note when and where this happened, who the taxi driver was (if possible), the taxi driver company, and the consequences of this happening (Were you late for work or an appointment? How did this situation make you feel?)
You may also want to investigate whether this driver or company has done this before, and if this is the case, perhaps ask others who have had similar experiences work with you in changing the company’s policy, or if they do have a non-discrimination policy, to actually enforce it.
b) Define the Issue
Smaller issues can sometimes cloud the larger issue, particularly if the smaller issues are personal. For instance, one may not like the teaching style or personality of an instructor, but the primary issue is that she or he does not provide accessible exams to blind and partially sighted students.
Defining the issue is important for goal-setting, during the planning stage (step two) of the advocacy process. Without a proper definition of the issue at a hand, inappropriate goals may be set.
c) Gather Information
There is a range of information that you may need to collect, depending upon the situation; for instance, you may need to find out applicable legislation, professional codes of conduct or ethics, organizational structure, or complaint, review or appeal processes, and other policies and procedures.
If you have been denied something, it is important to know the reason for the denial. Ask for the specific law or policy that was used to make the decision. It is also useful to research what others have done in similar situations, and the subsequent resolutions.
d) Identify Supports
Identify individuals, groups and agencies that are invested in the outcome. This may be other Blind, Deaf-Blind or partially sighted persons, consumer groups, government or service agencies, friends, family members, and other allies.
There are different ways to find supports. You may want to check with:
• The agency or organization that turned down your request
• Other persons with disAbilities
• Consumer organizations
• Service providers
• Relevant government organizations
• Legal aid
• The library
• Elected officials
• Family, friends, and neighbours
• The phone book
• Crisis lines
• The internet
Using these resources for information, support and / or assistance with advocacy can increase the likelihood of success.
ii) Step Two: Planning
The second step, planning, occurs after the issue and supports have been properly assessed and identified, and prior to any action taking place.
There are five different components or tasks of this stage, which are determining the goal, identifying preferred solutions and resources available, choosing one’s course of action and developing a strategy.
a) Determine Goal(s)
Now that the problem has been established, in step one, it is now time to determine the goal(s) or objective(s) one wants to achieve. Goals may include changing a policy or law, appealing a decision, receiving an apology for mistreatment or discrimination, or ensuring that the same situation never occurs again.
It is important to know what one wants to accomplish, and to be as specific as possible. Goals should be achievable, and typically, approached one at a time. Sometimes many steps are required to achieve a larger goal, such as the creation of a program or policy, or the eradication of the high levels of unemployment and poverty that persons who are Blind, Deaf-Blind and partially sighted experience.
Other examples of goals include:
• College will provide to Blind, Deaf-Blind and partially sighted students, exams and course materials in the student’s format of choice, within a timely manner
• Grocery store will educate its employees about serving patrons who are Deaf-Blind
• Taxi Company will enforce its policy which states that guide dogs are always allowed in its taxi cabs
• Taxi Company will enact a policy which states that guide dogs are always allowed in its taxi cabs
• Service provider will apologise for mistreatment
• Bank will provide financial statements in Braille
• Newspaper will use appropriate language when referring to persons with disAbilities
• Television ad will provide all on-screen, written information, such as contact information, audibly
• Election ballots will be available in large print and Braille
• Election candidacy information will be available in format of choice (including large print, Braille, and audiocassette)
b) Identify Preferred Solution(s)
Keeping in mind the definition of the issue at hand (from step one) and the determined goal, identify various solutions, from most to least preferred.
In some cases, the preferred solution will be the same as the goals identified previously, but not always. For example, if one’s goal is to eradicate poverty or make voting accessible, specific solutions on how to do this will be necessary.
Check to make sure the solution(s) match the identified goal(s), and don’t be afraid of making a wish list with several items, as long as you know that you will likely only be able to work on one at a time, or may need to give up one or two, in concession for something else.
c) Identify Resources
It is important to determine what resources are reasonably available for advocacy. These include one’s time, financial resources, social supports, access to phones, meeting rooms and computers, and even the energy one is able to expend.
What can you reasonably allot to this issue? And if the issue appears too large, are there smaller steps that you can take to work towards the end goal?
d) Choose Course(s) of Action
Having determined the goal, preferred outcome(s), and available resources, it is now time to decide upon a course of action. This involves brainstorming and enumerating various strategies, and perhaps even checking with others to see what has been successful in the past.
Be careful not to rush this stage. Choosing an inappropriate or unachievable course of action can set one up for failure, rather than success. That said, you can always change your course of action, later on, if it doesn’t seem to be working, or doesn’t fit what you have set out to accomplish.
e) Develop Strategy
It is now time to develop and flush out the chosen strategy. The destination has been chosen, and now it is a matter of deciding how to get there. Strategize available methods, such as making phone calls, holding a meeting, writing a letter of complaint, or even alerting the media. Establish reasonable deadlines for action and follow-up, and review the tactics one wishes to employ. These tactics may include:
• Filing a complaint: This may involve writing a letter or requesting a meeting, or starting a formal complaint process against an individual or agency.
• Education: This may include public education, or education of an individual or agency, including elected officials.
• Reminding: This involves serving as a ‘watchdog’ who reminds individuals and agencies of existing policies and laws, and encouraging their enforcement
• Pressure: This includes soliciting and demonstrating public support, such as through petitions, letter writing or protest, and / or contacting the media.
• Negotiation: This involves talking over the issue and arranging mutually agreeable terms.
• Using legal and political systems: This includes advocating for revisions, additions and removals of legislation, such as municipal by-laws and provincial and federal Acts, as well as civil law suits.
Advocacy Checklist: Are You Ready to Proceed?
Adapted from Speak Up and Be Heard: Steps to Effective Advocacy by the Child and Youth Officer for British Columbia.
1. I know what happened, when and where it happened, and who was involved, and can describe this clearly and concisely.
2. I know the reasons why I didn’t get what I asked for.
3. I know what I am entitled to according to the law, regulations, or policy.
4. I have found out whether or not there is a complaint, review or appeal process.
5. I have identified possible supports.
6. I have investigated possible solutions.
7. I know how I want this situation to be resolved.
8. I know what resources are available to me.
9. I have kept notes about everything I have found out and every step I have taken to resolve the situation, including the names of people I have spoken to, the dates I contacted them, and what was said. My notes are organized in a way that will allow me to find any information that I need quickly and easily.
10. I have planned how I want to proceed with my advocacy.
11. I have rehearsed what I am going to say, and how I want to say it.
iii) Step Three: Action
a) Take Action
It is now time to put into action the strategies that you have defined and developed, in the preceding steps. For example, if you have decided to educate your bank about accessibility, so that they will provide bank statements in various formats, and accessible bank machines, now is the time to make those phone calls, write those letters, and / or ask for those meetings.
Following sections of this guide discuss advocacy techniques, tips and tools, barriers to advocacy, effective communication and assertiveness, as well as real-life examples of advocacy, which may be useful to review at this point.
b) Keep Accurate Records
It is imperative to keep accurate and organized records of the dates and names of people you have spoken with, and the outcomes of such discussions. See Section 2.5 for an example of a telephone log. Be sure to keep a copy of all incoming and outgoing correspondence, such as letters and emails, and notes about the steps you have taken to resolve the situation.
If you are denied your request, try to obtain the reasons in writing. If you decide to pursue further action you will need this information as evidence.
c) Follow-Up
It is important to follow up discussions, meetings and other correspondence by phone, letter, or in-person. Following up demonstrates that you are in fact serious about the requests or demands you have made, and also keeps people accountable to their word.
The appropriate timing of follow-up varies, depending on the situation. Be sure to continue to follow-up even if earlier attempts are unsuccessful, and record all follow-up attempts.
iv) Step Four: Evaluation
The final stage of the advocacy process is evaluation. This is when you examine the strategies you have utilized, and determine whether or not your goals have been met. Has education occurred, awareness increased, or public attention been brought to your issue? Who are new supporters? Have any new resources developed? These are all factors to keep in mind when evaluating one’s success.
Upon evaluation, decisions need to be made about whether or not you should continue with the advocacy, and / or change your tactics or focus. At this point, you may need to return to step one, and develop new strategies, goals, and techniques. Or, you may decide that the advocacy has concluded.
Regardless of your apparent success, it is important to celebrate those victories that did occur, as focusing exclusively on failures can lead to feelings of hopelessness, helplessness and ultimately burnout. Successful advocates are able to learn from their experiences, including those that do not turn out the way they want.
Be sure to pat yourself on the back for the important work you have done; you may not have achieved all that you set out to do, but the fact that you stood up for yourself or for an issue, is reason in itself to celebrate!
2.5 Advocacy Techniques
There are three different ways to contact people key to resolving your problem: in person, by telephone, and in writing (by mail or email).
In deciding which method to use, it is useful to ask:
• Which approach is most likely to be successful?
• Which approach am I most comfortable with?
You may need to use a variety of methods, depending upon the situation. However, regardless of the approach you choose, it is important to record each correspondence, as this information may be required in the future, particularly if your needs are not met during initial stages of advocacy.
i) Advocating In Person
When determining the physical location of the meeting, it is important to be aware of potential power imbalances; typically, whoever’s space the meeting is held at, holds more power. Thus, it may be useful to meet at a neutral location, or a place where you feel comfortable. That said, always be careful about having the meeting in your own home, as this may actually shift the power balance away from yourself in some circumstances.
Be sure to confirm the exact time and location of the meeting, where parking is available or which bus arrives closest to the destination. If necessary, be sure to find out if the location is accessible. Plan on arriving to the meeting not only on time, but with plenty of time to spare. Being rushed or late not only makes you appear disorganized, but can make you feel this way, as well.
Prior to the meeting, make a list of any documents you may need, such as identification and previous correspondence. It is generally a good idea to bring as much information as you can related to the advocacy situation, as long as it is organized and easy to retrieve.
It may also be helpful to bring someone to the meeting, such as a translator, witness, note-taker, or support person. If this is the case, decide with this person, in advance, what specifically her or his role will be.
Below is a summary of things to prepare for, before, during and after the meeting. Indeed, it is important to be prepared whenever one is doing advocacy, and this is especially true when meeting in person. Being prepared strengthens your position or argument, thereby increasing your chances of success.
Before the meeting:
• Know your goals and intentions
• Do your homework about the person you are meeting with. Does she or he have any personal experience with disAbility? Has she or he been interested in disAbility issues before?
• Plan and review what you are going to say
• Write down reminders for during the meeting
• Practice your message
• Anticipate the response of the other person in order to better strengthen and defend your position
• Confirm the exact time and location of the meeting
• Find out where parking is available or the appropriate bus to take
• If necessary, confirm that the location is accessible
• Decide who you are bringing with you to the meeting, and confirm what their role will be
• Bring along all documentation relevant to the meeting
• Dress appropriately
• Prepare a one page summary of who you are, and what you are seeking from the meeting
• Arrive with time to spare
During the meeting:
• Be polite and courteous
• Thank the person for meeting with you
• Make sure everyone attending understands why this meeting is being held
• Present your most important points first
• Clearly state the problem and your proposed solution
• If there are people at the meeting you don’t know, ask who they are and why they are there
• Stick to the topic at hand
• Take notes
• If something is unclear, ask for clarification
• Be careful not to become ‘too comfortable’ or mistake courtesy for agreement
• If you become emotional, ask for a break
• State your observations (i.e. if people aren’t willing to commit to action)
• End the meeting with an agreed upon plan of action, including deadlines
After the meeting:
• Send a follow-up letter or email, or call the person you met with, thanking her or him for meeting with you, and confirming any agreements reached
• Review your notes about the meeting, being sure to add who was at the meeting (names and titles) and any decisions made
ii) Advocating Over the Phone
In some cases, picking up the phone is the simplest way of solving a problem one has experienced. However, in order to make the call most effective, it is nonetheless best to be prepared, and know what you are going to say prior to dialing. It may be useful to have notes handy on relevant points, as well as other information related to your situation.
When making a call, do not launch into a full-blown account of your situation; first, make sure you are speaking to the right person. It may take several phone calls to reach the appropriate person, so give yourself some time and try not to become frustrated (although wading through bureaucracy can certainly be very aggravating!) .
Be sure to take notes during the conversation, and record such information as the full names and titles of people you spoke with, and dates and details of calls. And, if you don’t seem to be getting anywhere with the person you are talking with, ask if there is someone else you can speak to.
In summary:
Before the phone call:
• Know your goals and intentions
• Plan and review what you are going to say
• Write down reminders you can refer to
• Have available any documents you may need
During the phone call:
• Be polite and courteous
• Make sure you are speaking to the correct person
• Clearly state the problem and your proposed solution
• Stick to the topic at hand
• Take notes
• If something is unclear, ask for clarification
• Confirm any agreements and deadlines, and ask for them in writing
• Ask if there are others you need to speak to, if necessary
• Thank the person for his or her time.
After the phone call:
• Document the call (include person’s name, full title, date of call, and outline of discussion)
• Send a follow-up letter or email, thanking him or her for her time, and confirming any decisions
a) Sample Record of Conversation
Date:
Full name of person I spoke with:
His/her position title:
His/her phone number:
His/her email address:
Other contact information (mail, fax):
Issues we discussed:
1)
2)
3)
What I was told:
What I said:
What we agreed to:
Follow up:
b) Sample Telephone Log
Outgoing Calls:
Date:
Person called (name and title):
Phone number:
Other contact information:
Was call answered?
Left message?
Summary of conversation:
Action suggested:
Action agreed upon?
Deadline:
Incoming Calls:
Date:
Person calling (name and title):
Phone number:
Other contact information:
Summary of conversation:
Action suggested:
Action agreed upon?
Deadline:
iii) Advocacy Through Writing
Advocacy in writing may involve sending a letter or email – or both. Typically, letters add a more formal and serious note to the advocacy process, more so than emails. That said, email may be a more accessible or easier means of communicating. Using a standard letter format can make an email appear more formal, which can be helpful when advocating.
Whether you are sending a letter or an email, it is important to keep copies of all the correspondence you send out, as well as any you receive; keep it all together in a way that is easy to locate, preferably with other information related to the situation you are advocating about.
In some cases, it may be helpful to cc (carbon copy) your letter or email to another person or organization. For example, you may wish to carbon copy a consumer organization you belong to, such as the Alliance for Equality of Blind Canadians, or related government agency. Be mindful of confidentiality if advocating for another person, and be sure that you have her or his expressed permission whenever you carbon copy any correspondence.
When advocating in writing:
• Decide on the goal of the email/letter
• Make an outline or draft of the major points you wish to make
• Decide who the best person to receive the letter/email is
• Decide who you want to cc (carbon copy) the letter/email to
• Make sure names are spelled correctly
• Write the letter as neatly as possible, or type it
• Clearly state the problem and your proposed solution
• Be concise; give specific, factual information to make your point, and avoid giving too much or unnecessary detail
• Be mindful of your tone
• If you want a response, indicate this, and suggest a reasonable period to acknowledge your concerns
• Have someone else proofread your letter/email
• If you are upset when you write the letter/email, don’t send it until you have calmed down and reread it
• Make sure the letter is dated
• Keep a copy for your file
• Follow up!
a) Format for Writing Letters
(List one below the other starting at the top left-hand side of the page)
Your own address
The date you are writing the letter
The name, title and address of the person to whom you are writing the letter
The salutation (i.e. Dear Ms. X)
Paragraph One: Purpose or why you are writing the letter
Paragraph Two: Give the situation or the facts; be as accurate and concise as possible)
Paragraph Three: What you want the other person to do about it
Ending: Thank the person for her or his attention to the matter, and include your contact information (phone number, email) in bold type for future reference
Sincerely,
Your signature
Your name
b) Sample Advocacy Letter
Alliance for Equality of Blind Canadians
PO Box 20262
RPO Town Centre
Kelowna, BC V1Y 9H2
July 2004
Mr. Robert Fraser,
Marketing Representative
Global Television
250 Yonge Street
Suite 2700
Toronto, ON M5B 2L7
Dear Mr. Fraser:
Re: A Discriminatory Advertisement
I am writing to you on behalf of the Alliance for Equality of Blind Canadians / L'Alliance pour l'ÉgalitÉ des Personnes Aveugles du Canada (AEBC), a national non-profit organization, founded in 1992, whose membership is composed primarily of blind, partially sighted and Deaf-Blind Canadians. Our primary work involves public education and advocacy on blindness issues, designed to remove barriers and provide us with the opportunity to participate equally in all areas of Canadian society.
Last night, around 11:20 p.m. an ad ran on Global TV, Cable 3 here in Toronto, which advertised a new DVD/2-cd set of recordings by the late Ray Charles. At the end of this ad, no verbal contact information was provided for those who might wish to order this product. This failure poses an obvious barrier to viewers who cannot see what is written on the screen, and as a result, represents direct discrimination against me, and all others similarly situated.
It is our belief that the broadcasting industry should cease immediately airing any advertisements that do not include verbal contact information, and I am copying the CRTC to seek their support in this matter.
Sincerely Yours,
John Rae
President
Copy: Secretary General, CRTC
Note: Within 24 hours of sending this letter, the ad was revised to include a spoken phone number!
2.6 Using the Media
Involving the media is a common advocacy strategy; whether through letters to the editor, press releases, or formal or informal interviews, knowing how to communicate with the media is important in getting one’s message out.
While the media is a tool used by many advocates, there are those who caution against using the media in all cases. Advocate Chris Stark notes that he and his wife “don’t like using the media because the media has its own agenda, and is an uncontrollable element.” He also states that using the media “is really likely to get everybody’s backs up” and hence, can be counter-productive when doing advocacy.
Mr. Stark does note instances, however, when he feels using the media is useful; he says, “If you are promoting legislation then the media is useful.” He also believes that rather than contacting the media oneself, if doing an event, such as a presentation to City Council, “You let the event do the media.”
This section focuses on how to use the media when advocating, and includes interview, letter writing and press release tips.
i) Interviews
Being asked for an interview can be intimidating. However, radio and television interviews can be really effective ways of educating the public about the issue you are advocating about.
If a group of people or an agency is doing the advocacy, the most qualified and comfortable person should be selected to speak to the media; this person should be informed and able to communicate about the topic at hand.
It is important to know whether the interview will be live or taped. Taped, or edited interviews allow the reporter to cut and paste comments to fit the “story”. Live interviews have the benefit of ‘more control’ in what is actually being presented to the public. And remember, nothing is “off the record”, so do not say anything to a reporter you do not want repeated.
Tips for Interviews
1. Find out about the interviewer’s style beforehand, by asking others who have spoken with him or her before, and / or listening to or watching the show
2. Try to build a “relationship” with the interviewer
3. Understand the reporter’s needs (What is the reporter looking for? What ‘angles’ does she or he want?)
4. Display positive emotions, versus negative emotions (such as anger)
5. Make any corrections immediately
6. Provide a good story of interest to the public
7. Thank the reporter for his or her interest in the story (not the publicity) after the interview and send a note of thanks after the story is aired
ii) Letters to the Editor
Letters to the editor cost nothing, and the editorial section is one of the most widely read parts of any newspaper. Hence, this is a tool many advocates use.
However, many letters remain unpublished. It is important to remember that editors look for particular qualities in letters, such as human interest and controversy. After all, they are interested in selling papers, not giving free publicity to a cause.
Guidelines for Using the Editorial Page as a Publicity Tool
1) Make sure you know the length and format guidelines, deadlines for submissions and who to address your letter to. This information is usually available on the page that letters to the editor are published, as well as on the newspaper website.
2) Editors like creative, concise and insightful commentary. Keep it brief and interesting.
3) Make your first sentence short, compelling and catchy. You can do this by making a play on words, using alliteration, or drawing an unlikely comparison. Your goal is to grab attention.
4) Provide a human focus. Let readers know how the issue affects them or others.
5) Give your letter a local spin, if possible.
6) Explain what action you want taken. Do you want readers to contact a politician, vote a certain way, or join in a demonstration? Do you want a change in policy or law? Make sure you state this in the letter.
7) Use the name of the politician or policy maker in your letter. Address it to this person, and send her or him a copy of the letter, even if it isn’t published.
8) Make sure that a person who is directly affected by the issue writes or signs the letter.
9) Think about whether your letter will have more impact if it is signed by an individual, group, or agency.
10) Target several newspapers and magazines in your area and tailor your letter to each.
11) If there is a website where readers can get more information, or someone they can contact, put this information in the letter.
12) If your letter doesn’t get published, you can submit a revised letter with a new angle. Ask yourself: Was the letter timely and of interest? Was a similar letter published instead? Did you submit the letter properly?
13) If your letter is published, keep an eye on the editorial page to determine the response. Keep copies of supportive responses, and send these, along with your original letter, to the person or people you want to influence.
a) Sample Letter to the Editor
Cuts Aimed At Poor and Disadvantaged
Letters, The Toronto Star, Sept. 29, 2006
RE: Tories Cut $1B Despite Surplus
After keeping its loose cannon under raps for months, the Stephen Harper government has finally shown Canadians its true side, and it's not a pretty one. The $1 billion in cuts are primarily aimed at poor and disadvantaged groups in our society, the very groups any government should be trying to assist to join the mainstream.
For those who believed Harper's minority government would run a conciliatory course, think again. This government is not a kinder, gentler version of what we had feared, but another Mike Harris-like bunch of ideologues. It is terribly disheartening to see such a lack of social conscience in those in leadership positions in a country as prosperous as Canada.
John Rae
Toronto, Ontario
iii) Media Releases
Media releases can be effective ways of enticing the press to give your cause some attention. As long as they are interesting, to the point, and not overdone, media releases tend to be effective in soliciting attention.
There is a general format to follow with media releases. Following this format will make you appear more professional. Remember, however, the purpose of a media release is to recruit interest, and provide the press with the material necessary to write a story. So keep it simple, interesting, and informative.
Tips for Media Releases
• Design your press release so that reporters can get all the information they need- who, what, where, when, and why. Reporters work on deadlines and appreciate when they do not have to do a whole lot of extra digging.
• Make sure all information is correct, including statistics, figures, etc. If you cannot verify information, discard it.
• Write in an inverted pyramid style, with the most important (who, what, where, when and why) information first. Details come later.
• Use active verbs.
• Avoid excessive use of adjectives and fancy language.
• Double space.
• Use one or two ‘quotable’ quotations.
• Keep it short – no longer than two pages.
• Provide as much contact information as possible, and make sure the contact person or people are available to be contacted.
• Don’t send too many news releases; space them out, and make sure each one has a different angle or new information.
• Don’t follow up to see if the news release was received or will be run. This will label you as a ‘pest’.
a) Media Release Format
Date: (Date Media Release Sent)
Contact: (Contact name, title and phone number).
Release Date: (When to be released, i.e. “For Immediate Release”)
Snappy Headline
(City where release coming from in brackets and capital letters) The first paragraph summarizes your story and says why it is important and/or interesting. Use only a few sentences.
The second paragraph is just for the facts- who, what, where, when and why. Again, use only a few sentences.
The third paragraph (and beyond) adds more details. Add something quotable. If you can’t provide a quote, talk about someone’s experience.
Last paragraph gives contact information, etc.
*If longer than one page, write at page bottom:
- -over- -
and on next page:
(Page 2)
Date
# 30 # - tells the editor you are done
b) Sample Media Release
Date: May 1, 2005
Contact: John Rae, President of the Alliance for Equality of Blind Canadians 1 800 561 4774
For Immediate Release
Get Out Of My Voting Booth, Say the Blind
(Vancouver) - The last time Eddy Morten voted, his mom had to read him his ballot and then guide him into the voting booth. The deaf-blind Burnaby man is angry at being denied the same dignity and privacy of independent voting other Canadians take for granted. He wonders why ballots can't be in Braille or electronic, allowing fully accessible voting for his community.
"I am concerned about the future. If I had no family, how could I do it?" says Morten, who communicates using an interpreter or by email. "They (Elections BC) should think twice about more access for people who are blind, visually impaired and deaf-blind."
One thing is sure. When Morten, currently studying screen reading and magnification software programs for the blind at a community college, does cast his ballot it won't be for Gordon Campbell. "We in the deaf-blind community are stuck without CNIB services due to government cutbacks. Now we are stuck at home without any services and are isolated in the darkness and silence."
Born deaf but with good vision, at eight years old he became blind in his left eye. Two years later Morten was diagnosed with Usher's Syndrome in his right eye and lost his vision completely. In spite of this, he became an accomplished athlete in cross-country running, wrestling, track and field and swimming. He went on to win numerous medals in track and field and wrestling and also competed at the Paralympic Games three times, the World Championships and World Games two times and also played ice hockey.
Morten wants the government, rather than a charity like the CNIB, to provide services like interpreters and equipment for blind, deaf-blind and partially sighted people. Since it isn't easy for his community to have a voice, he feels marginalized and cut out of mainstream Canadian society. And the ability to vote easily is a fundamental democratic right.
"They should look at us. We can speak up for ourselves and they should listen to our concerns and not ignore us," says Morten. "They should be ashamed because I have paid taxes but never get any service. It sounds like they take advantage of my money."
- -over- -
(Page 2)
A letter from Elections BC Communications Manager Jennifer Miller says that number stickers used on the current voting template will be in Braille, but the names of the candidates will not. So blind, deaf-blind and partially sighted people will still be treated like second class citizens and must stand by and have their ballots read out to them. Miller said the $100,000 it would cost for all Braille ballots could not be justified, even though the CNIB estimates there are approximately 20,000 people with sensory problems in BC and the Yukon alone. And a nation-wide advocacy group, The Alliance for Equality of Blind Canadians (AEBC), considers that a very low estimate since not everyone with visual impairment registers with the CNIB. The group is also incredulous at the $100,000 Elections BC estimate quoted for providing Braille ballots.
AEBC member Paul Thiele, among many other accomplishments, is founder and director of UBC's Crane Library and Resource Centre, the principal resource for people who are blind or print-handicapped at the university. He insists federal and provincial government elections become fully accessible to all voting Canadians. "We've been waiting far too long already," he says. "It's too late for this election but if there's going to be another federal election soon we want equality and autonomy to begin now."
# 30 #
2.7 Advocacy Tips
As you gain advocacy experience, you will likely discover different things that work for you, or tools of the trade, so to speak. This section is a compilation of various tips which may be useful for persons new to advocacy, from seasoned advocates themselves.
Ask Around
Don’t reinvent the wheel; find out what else has been done, and what resources may be available to you by asking or checking:
• Other people with disAbilities
• Consumer organizations
• The agency or organization that turned down your request
• Relevant government organizations
• Elected officials
• Service providers in your agency
• Legal aid
• The library
• Family, friends, and neighbours
• The phone book
• Crisis lines
• The internet
See Section 4.0 at the end of this manual for a listing of provincial and federal agencies, as well as consumer and service organizations related to disAbility and advocacy.
Be Courteous
Advocacy involves communication, education, and persuasion, and you will be far more effective with all three of these elements when speaking, writing and acting in a respectful manner. Insults or attacks are counter-productive.
Remember that advocacy is not usually a one-time activity; it often involves building relationships with people and agencies you wish to inform and persuade. Today’s opponent may be tomorrow’s ally, and vice versa. Take time to build relationships, and try not to burn bridges with those who disagree with you.
Remain Focused
Be focused in what you say and write, particularly when doing education or dealing with government representatives or the media. Rather than try and cover every possible angle, pick preferably no more than three key points to discuss.
As well, Chris and Marie Stark, who are long-time advocates for increased access, universal design, and true inclusion for Blind persons, note, “Try to prevent the issue from taking on a life of its own—requiring studies, standards and other excuses, as this hinders the development of a solution now.”
Lead with Your Strongest Point
As John Rae (current President of the Alliance for Equality of Blind Canadians) states, “Assume you will get no more than 15 minutes, so go prepared to present your most important points first.” This is especially true when dealing with the media or elected officials.
Be Careful Not to Let Your Request be Passed Off to a Charity
This is a point many DisAbility Rights advocates stress. Indeed, it is not uncommon for service providers or government to tell persons advocating for services, equipment, or equal access to get their needs met by a charity. This is not an acceptable solution, as it treats persons with disAbilities as second-class citizens, requiring the ‘charity’ of others.
Try to Avoid Solutions that Segregate or are ‘Special’ Arrangements
Solutions that are developed ‘just for you’ - and for no one else - does little to change the ‘status quo’. As well, it can alienate you from other persons with disAbilities, or allies.
Do Not Apologize for Your Commitment, Beliefs or Feelings
You have the right to expect equal access, to be treated fairly, and to not be discriminated against. As well, apologizing inappropriately can actually weaken your efforts.
Manage Your Anger
It is important to manage your anger, even though you may have a very good reason for being upset. If you direct your negative feelings towards the person you need to help resolve the situation, she or he may feel attacked, and is thus less likely to listen to you, or to help you.
Channel your anger towards positive change; debrief with friends, family members, and other allies. Try and identify triggers (things that might ‘set you off’) so that you won’t respond to them when advocating. Another way to control your feelings is to separate the person from the problem, and to not take the situation personally, even though it may indeed feel very personal, especially if your rights have been violated or you have been otherwise treated unfairly.
If you do notice yourself becoming angry or frustrated when advocating, try and calm down (i.e. by taking a deep breath). If you are unable to manage your emotions, explain how you are feeling and suggest that you take a break and speak with the person at another time.
Your anger could be used against you, in certain situations, and you certainly don’t want attention focused away from the issue you are advocating about. That said, you have a right to your anger; find helpful ways of expressing it, and know that just by speaking out, you are making a difference!
Listen Carefully to the Other Side
If you listen carefully enough, you may discover clues to solving the problem. Try not to formulate responses until you give the other side a chance to express their thoughts and ideas.
Also, pay attention to language that the other person uses; for instance, ‘may’ is more flexible than ‘must’.
Keep Accurate Records
Keep records of every phone call, meeting, letter and email, and organize these notes in a way that makes it easy to find various information. Have this file available to you during any communications (i.e. meetings and telephone calls) so that you can refer to it whenever needed.
Ask for Decisions in Writing
When asking for reason(s) that a particular decision was made, ask for it in writing, and to include any specific sections of the law, policy, or regulation that were used. This can be helpful in understanding the basis of a decision, which is important when deciding the direction of future advocacy. As well, having the decision in writing is helpful in maintaining accurate and complete records.
Find Out the Chain of Command
Who is ‘above’ the person you are speaking with? Who should you go to if she or he is unable to help? And always ask if the person you are dealing with is authorized to make decisions. If not, insist on seeing someone who is.
Know What Your ‘Throw-Aways’ Are
Make a ‘wish list’ and organize items by importance, being sure to have items which you can ‘drop’ in exchange for those you really want.
Clarify Jargon
Learn to clarify when jargon is being used; for example, if you are told that an agency feels a certain way, you can ask, “What exactly do you mean by ‘feel’?” Such clarification can help you understand the basis for various decisions, which is helpful in determining the direction of future advocacy. Also, you are challenging individuals and organizations to be truthful and say exactly what they mean.
Be Specific
Be very clear about the solution you want, and define exactly what you mean by ‘accessible’, ‘equal’, etc. Give concrete examples when discussing your proposed solutions, and explain the reasons for them. And as advocates Chris and Marie Stark note, “Be explicit about why the existing arrangement is not appropriate. Often this relates to equal access.”
Commit Enough Time to Achieve a Goal
Advocate Penny Leclair shares, “Many advocates want instant action and are not ready to stay focused on advocacy efforts for a long enough time. Making a long term commitment to advocacy efforts is very important. The person who you are trying to influence to make changes needs to see you are serious and that you are not going to give up easily. Expect to have to do a lot to get change to happen. This is important if the change will positively affect you for a long period of time.”
Be Prepared to Walk Away
As Marie and Chris Stark note, “Decide how much effort the issue is worth in terms of your valuable time and stamina, and be prepared to walk away sometimes with just the satisfaction of trying”.
Walking away when it is time to do so does not mean you have failed. It means that you have done your best and gone as far as you can, and refuse to let an issue engulf you. It is important to prevent to burn-out by knowing when it is time to stop.
Give Credit Where Credit Is Due
Sometimes individuals are helpful or work hard on your behalf, even though, in the end, you don’t get what you want. Let these people know you appreciate their efforts, regardless of the outcome. And always acknowledge the hard work of others, when working in a group.
Always Follow-Up
Follow-up meetings, phone calls, letters and emails within a reasonable amount of time. Don’t let too much time lapse, or else you may give the impression that your issue or problem is not that important.
2.8 Barriers to Advocacy and Other Challenges
There are a variety of barriers one may come up against when advocating. These include systemic, institutional and social barriers, such as complicated processes and the attitude and ignorance of others, as well as personal barriers, i.e. low self-esteem, fear of retaliation, lack of knowledge, and time constraints.
Some advocates report that persons in position of authority (i.e. social workers, occupational therapists, counsellors and doctors) can make them feel inferior; this may be intentional or direct (i.e. the person in authority is asserting his or her power over the person with a disAbility) or because the consumer feels uncomfortable being direct with persons in authority, which is fairly common, not only among persons with disAbilities, but people in general.
Using assertive communication and behaviours, connecting with other persons with disAbilities, such as consumer groups, having a support person, and practicing advocacy are all different ways of overcoming feelings of inferiority or insecurity. Remember that as the person with a disAbility, you are the best expert of what you need. This does not mean that others necessarily think this way, but it is important that you do. John Rae, current President of the Alliance for Equality of Blind Canadians states, “Before embarking on advocacy, be sure in your gut, and not just your head, that the folks you are going to advocate with are no better than you. If they are elected officials, they are there to "represent" the people who elected them!!” And that includes you.
There may also barriers communicating among disAbility groups, such as persons who are Deaf or Hard of Hearing, or persons with cognitive disAbilities. It is important to ask the person you are communicating with for feedback if you are unsure; for instance, persons who are Deaf or Hard of Hearing may ask that you speak in a normal tone of voice, unless you are asked to speak louder, and certainly, never exaggerate or yell.
As well, when communicating in writing, it is useful to ask persons who are Blind, Deaf-Blind, or partially sighted, what their preferred format is. Not all persons who are Blind can read, or prefer Braille, and not all people have access to, or feel comfortable using, a computer.
When in doubt, ask. This conveys respect, and will ease communication among persons with different disAbilities.
Kim Kilpatrick, a seasoned advocate, discusses the unique barriers women may face when advocating. She writes, “As a woman with a disability, I think we have some unique challenges when it comes to advocacy. Women have traditionally been taught not to rock the boat, to accept what we have and be grateful, but this goes against advocacy principles. If we accept and are grateful for what we have, then we don't express ourselves when things aren't the way they should be and we don't ask for what we want or need.”
Indeed, women’s organizations, including consumer groups of women, such as the Disabled Women’s Network (DAWN) fight the unique and complex marginalization that women with disAbilities may experience. Connecting with such a group may be helpful when advocating.
Probably the most commonly reported and frustrating barrier to advocacy is when it doesn’t seem to work. When advocating, you may experience resistance and bad attitudes; alternately, you may experience good attitudes and no change, or what seems to be lip service.
When this occurs you may need to change strategies, find support from other persons with disAbilities and consumer groups, or become even more assertive. You may decide to involve the media, seek legal advice, or otherwise exert more pressure.
Recognize that these are very common barriers experienced by seasoned advocates, and part of what makes advocacy both challenging and exciting. Change does not always come easily nor quickly, so don’t be afraid to get more players involved, change strategies, or take a break, if needed.
2.9 Effective Communication
Communication is something people do daily; we communicate in-person, on the telephone, in writing, and via email and the Internet. We communicate with our colleagues, our family members, and friends. Most of us never give a second thought to communication. Indeed, many of us have good communication skills in particular areas; for instance, we are clear when we need to be, or we show empathy when someone is in distress.
No matter how you choose to advocate, you will be involved in some sort of communication, and your ability to effectively communicate will increase your chances of success. It is particularly important to develop effective communication and active listening skills if you are assisting others with advocacy, or advocating on their behalf.
Practicing effective communication is the best way to develop these skills. You may want to check to see if your community offers effective communication courses, at a local college or university, or community agency. Volunteering for a crisis centre or phone line is another excellent way to develop your communication skills – and help others, at the same time.
Communication may seem easy, but to many people’s surprise it is something that has to be learned and practiced. Some of us have developed poor listening skills; we may be judgmental or don’t allow others to speak. Some of us may use closed-ended questions exclusively, and do not allow others to explore and contribute to the discussion.
While one’s communication style and needs will shift depending on the advocacy situation at hand, it is useful to understand the different components of effective communication, active listening, and assertiveness. Hence, this section focuses on effective communication, including various aspects of active listening.
i) Active Listening
Active listening describes the effort on the part of the listener. It enables one to truly hear and understand what the other person is saying. Active listening can be useful in a variety of capacities, including meetings and dealings with the public- particularly if individuals are struggling to achieve consensus, or are discussing a controversial or emotional matter. Active listening also shows one is interested and understands what is being said.
Elements of active listening include:
• Clarifying meanings: "I hear you saying you are frustrated, is that right?"
• Learning about other’s thoughts, feelings, and wants: "Tell me more about your ideas."
• Encouraging elaboration: "What happened next?" or "How did that make you feel?"
• Encouraging discovery: "What do you feel your options are at this point?"
• Gathering more facts and details: "What happened before this took place?"
Hence, a good listener…
• Possesses openness
• Has a good awareness of her or his own feelings and boundaries
• Has the ability to let things go
• Has the ability to work things out
• Has a high level of commitment
• Is non-aggressive
• Is self-confident
Paraphrasing
Often we are confused by what we hear or think we hear and want to check it out. You can do this by paraphrasing what you are hearing.
When paraphrasing, restate what you have heard, in your own words, to let the speaker know that you are trying to understand. Paraphrasing is not merely repeating what the person has said to you, or ‘parroting’.
We also need to be carefully about using phrases such as “I know just how you feel.” We don’t know. People will feel much more at ease if they believe we are honestly trying to understand their situation and their feelings.
Reflection
Reflection is the process of:
• Listening for all clues indicating the person’s feelings (voice tone, choice of words, sighs, pauses, etc.)
• Acknowledging the feelings you hear (“You sound angry about what happened.”)
• Checking out what you think you understand
When you reflect the feelings of the speaker, you are trying to understand his or her experience, and how she or he feels about it.
Be sure not to tell the person how she or he feels; instead, allow the other person to tell you.
ii) Giving Feedback
There may be times that you will need to give feedback or constructive criticism, when you are advocating. This may be feedback directed at a person who is assisting you, or someone who you are advocating with or for.
Some useful guidelines for feedback include:
• Feedback is balanced. Looking at the positive aspects of a situation as well as those aspects that cause concern not only makes it easier to hear about the behavior that needs changing, but keeps the picture balanced.
• Feedback is asked for or agreed upon ahead of time, rather than imposed. Feedback is most useful when the receivers have formulated the kind of questions which those observing them can answer.
• Feedback is well-timed. In general, feedback is most useful at the earliest opportunity after the given behavior. This depends on the person’s readiness to hear it, support available from others, etc.
• Feedback is specific, rather than general. To be told that one is “dominating” will probably not be as useful as to be told that “just now when we were deciding on the issue, you did not listen to what others said, and I felt forced to accept your arguments or face attack from you.”
• Feedback is descriptive, rather than judgmental. Describing one’s own reaction leaves individuals free to use it or not to use it as they see fit. Avoiding evaluative language reduces the need for the other person to act defensively.
• Feedback is directed toward behavior which the receiver can do something about. Frustration is only increased when people are reminded of something over which they have no control.
• Feedback takes into account the needs of both the receiver and giver of feedback. Feedback can be destructive when it serves only our needs, and fails to consider the needs of the person on the receiving end.
• Feedback is checked to ensure clear communication. One way of doing this is to have the receivers rephrase the feedback they receive to see if it corresponds to what the sender had in mind.
• When feedback is given in a group, both giver and receiver have the opportunity to check with others in the group for the accuracy of the feedback. Is this one person’s impression or an impression shared by others?
Feedback guidelines adapted from Working Collectively by The Women’s Self-Help Network, 1984.
iii) Clear Communication
When advocating, it is important to be able to communicate clearly. This means that you are able to convey your message in a way that others understand.
It is important to remember that words are often open to misinterpretation, and that your message may be understood.
When you are communicating:
• Consider your audience, and use appropriate, and correct, language.
• Be focused in what you say and write. Stick to one or two points, rather than try and cover every possible angle.
• Be careful with humour. While useful in relationship-building, humour can be tricky. Make sure it comes across clearly and is appropriate.
• Ask one question or make one request, at a time.
• Recognize the differences in written versus telephone or in person communication. When speaking with someone, you rely on a lot more than words to communicate effectively. The tone of your voice, your sense of humour, and body language all work together to avoid miscommunication. However, these are all missing when communicating in writing, and need to be compensated for. Brief emails can come across as terse, and using all capital letters, as shouting. Reread written communication, checking for tone, as well as intention and audience.
iv) Negotiation and Persuasion
Learning to negotiate successful is very important to advocacy; and like other skills, negotiation can be learned and developed through practice.
This section provides suggestions for getting what you want through negotiation.
Tips for Successful Negotiation
1. Lead with the strongest part of your argument; for instance, if you are dissatisfied with the treatment you have been receiving, you might start by pointing out that a staff person has violated your rights.
2. Remain focused; rather than try and cover every possible angle, pick only a few key points to discuss.
3. Try to focus on solutions, rather than complaints; try to keep what you want to happen in the spotlight.
4. Control your emotions, the best you can. No matter how much the other person upsets you, do not resort to yelling or name calling. If you need to ask for a break, do so; and remember that your behaviour can be used to deny you what you want.
5. Choose language which conveys your ideas most effectively.
6. Use positive language; this conveys openness rather than hostility.
7. Have facts which support your argument.
8. Don’t over-generalize or draw a conclusion based on little evidence.
9. Have in mind a minimum that you are willing to accept. Ask for more but be willing to accept less.
10. Acknowledge the other position. Show that you understand any limitations faced by the other person. This will help keep your demands realistic, and will also make the other person feel more comfortable when negotiating with you.
11. Stick to your guns. Just because you acknowledge the other position, doesn’t mean that you should accept it. Continue to reiterate your position using ‘I’ statements.
12. Point out weaknesses or liabilities to the other person.
13. Avoid rambling or bringing in thoughts and ideas not connected to your argument.
14. Ask for the chance to offer additional information.
15. Be prepared to walk out without resolving the issue; don’t agree to something just because of the urgency of the moment.
v) Communicating During Conflict
It is important to be able to communicate effectively, even when experiencing conflict. After all, whenever one is working with another person or group, some sort of conflict is bound to happen.
Conflict can be perceived as a constructive, or destructive force, and how one views conflict can speak a lot about one’s feelings about disagreement, as well as how she or he may respond. There are basically five different ways people conflict; while some people may have a usual conflict style, it often changes depending on who they are disagreeing with, or what the conflict is about.
1) Avoiding the Conflict: This is when a person detaches or withdraws from the conflict.
2) Accommodating: By accommodating or agreeing to even unreasonable demands, a person avoids engaging in the conflict.
3) Competing: This is when a person needs to resolve the conflict his or her way, without taking into consideration the needs of others. People who compete can often take advantage of people who accommodate.
4) Compromising: This involves all parties getting what they want sometimes, or meeting half-way.
5) Collaborating: This is when people work together to try and meet everyone’s needs, fully.
Tips for Addressing Conflict or Perceived Conflict
• Accept conflict as natural and try not to be afraid of it When conflict occurs, treat it as an opportunity to examine the issues involved in depth, and to learn more about the underlying values and assumptions you hold. Accept the challenge to find imaginative and creative responses to conflicting ideas.
• Pick an appropriate time for all involved persons to discuss the issue (i.e. don’t just bring it up first thing in the morning, or five minutes before a meeting or appointment). Schedule sufficient time, and respect the other person’s time availability.
• Address the matter as soon as possible; do not let it linger for days or weeks.
• Clarify any possible misinterpretations; i.e. if you feel someone is upset at you, ensure that that perception is correct. Perhaps she or he is having other problems, which you misconstrued as anger towards you, and thus, the conflict did not even exist!
• Bring hidden conflicts out into the open. If you think that is a hidden conflict, talk about it.
• Check out assumptions. What are your expectations and fears?
• Respond- don’t react.
• Discuss the issue with the person directly; avoid ‘triangles’ or gossiping.
• Try to approach the issue with balance; look at the positive aspects, as well as those you wish to address.
• Discuss perceptions of the problem. Talk about what you see happening, and encourage the other person or people to do the same. Share insights and intuitions.
• Recognize and express your feelings; be honest and upfront about how you are feeling about this conflict.
• Focus on needs- not positions.
• Emphasize common ground.
• Disagree with ideas, not with people; try not to accuse or blame people who are in conflict with you. Remember that your goal is to work together to find a mutually acceptable solution. No matter how intense a conflict is, try not to turn a disagreement over ideas, beliefs, procedures or plans into a personal attack against another person.
• Encourage others to express their feelings. ‘Check in’ throughout the discussion.
• When defining an issue or problem, try to define it as shared. Responsibility for a conflict never lies with just one person or group.
• Be inventive about options.
• Focus on the issue and/or behavior- not the person. Personal attacks are destructive, rather than constructive, and are more likely to result in hurt feelings than solutions.
• Do a mutual critique of the problem. Focus on a critical analysis of the problem, not the other person. Each person can also look at how her or his actions and behaviors contribute to the situation
• Be specific, rather than general; identify the issue clearly.
• Be descriptive, rather than judgmental. Avoid evaluative language.
• Suggest options, and collaboration for change. Be part of the solution.
• Try not to polarize the conflicting positions. It is easy to start looking at a conflict in terms of mutually exclusive positions. (“You are either with me or against me.”) This attitude may prevent participants from seeing the wide range of directions, viewpoints, and decisions that may be available to them.
• Don’t compromise too quickly, coming up with a solution that is halfway between the opposing viewpoints, in which each side gets part, but not all of what is wanted. Compromise often seems to be the fairest response, or at least an easy way to end a conflict quickly. And sometimes after considering a problem in depth, it may be decided that a compromise is a necessary, or even the best, solution. By compromising too quickly, however, you may not adequately explore the problem and its potential solutions. The ideal solution to a conflict is a creative one which finds a way to give everyone what they most need.
• Remember that at times, the best tool for constructive conflict is a little quiet time. It is important for people to express themselves during important discussions, but sometimes the atmosphere gets so argumentative that people are no longer listening to each other. At this point, try calling a break, or in the case of an apparent deadlock, suggest that the discussion stop and be picked up again at another time.
• Follow-up to ensure that all parties are satisfied with the outcome, and that there are no hard feelings unexpressed, etc.
• If the matter cannot be resolved, seek a neutral third-party mediator.
2.10 Assertive Communication
Advocacy is an assertive and collaborative approach to problem-solving, rather than an aggressive and adversarial one. Being assertive simply means knowing what you want and how to ask for it, and standing up for yourself while respecting the needs of others.
You are using assertive communication skills when you:
• Use a ‘reasonable’ tone of voice
• Choose the right time to bring up an issue or concern
• Choose the right place to discuss the matter
• Are clear, consistent and direct
• Use “I” statements
• Are specific
• Ask for explanations until you understand what is being said
• Listen to what the other person has to say and repeat it back to them to show that you understand. This doesn’t mean that you agree, but rather, that you are trying to understand her or his point of view
• Confirm your request
You are being aggressive when you:
• Shout
• Call names
• Use threats
• Don’t listen to the other party
• Aren’t open to appropriate alternative solutions
You are being passive when you:
• Don’t clarify what the other party means, when you don’t understand
• Don’t ask for what you want or need
Styles of Behaviour Summary
From Change is Inevitable, But Growth is Optional: A Self Advocacy Manual
Published by the North Saskatchewan Independent Living Centre, 1999
This is a table that outlines the different styles to communication along the top (passive, aggressive and assertive) and the different aspects of these styles along the left.
|Styles of Behaviour |Passive/ |Aggressive |Assertive |
| |Non-assertive | | |
|Approach to Others |I’m not okay, but you are okay |I’m okay, but you’re not okay |I’m okay and you’re okay |
|Decision Making |Lets others choose |Chooses for others |Chooses for self |
|Self Esteem |Low |High or Low |Usually High |
|Problem Situations |Gives in |Prefers to attack |Direct confrontation and |
| | | |negotiation |
|Typical Response of Others |Disrespect, frustration |Hurt, humiliation |Mutual respect |
|Success Patters |Success by luck or charity of |Beats out the opposition |Attempts a win-win situation |
| |others | | |
Words to Remember when Communicating in an Assertive Manner
From Change is Inevitable, But Growth is Optional: A Self Advocacy Manual
Published by the North Saskatchewan Independent Living Centre, 1999
• I guess we see it differently…
• I’m not able to fit that into my schedule…
• I guess you misunderstood me; I mean to say that…
• What alternative can we come up with, regarding…?
• Let’s see if I understand this correctly – you want…
• I understand your point of view, but I…
• There is something important I would like to discuss…
• I have a problem with your opinion on…
• I’d prefer not to…
• I would rather not….
• No, thank you….
• Yes, I do mind….
• When can we talk about this…?
• I agree
• I disagree
• I can’t give you an answer on that right now
2.11 Code of Ethics for Persons Who Advocate for Others
From The AdvoKit: A Step by Step Guide to Effective Advocacy
1) Advocates encourage and support others to advocate for themselves as much as possible.
2) Advocates make sure they are aware of advocacy resources, before they start to help others.
3) Advocates obtain consent before they speak or act on someone’s behalf.
4) Advocates make sure their own values and belief systems do not interfere with the right of individuals to make their own choices.
5) Advocates place the interests, preferences and decisions of the individual above their own when acting on someone’s behalf.
6) Advocates avoid any false, misleading or unfair statements or claims about the advocacy process, and their role, skills, or qualifications.
7) Advocates advise individuals to be honest.
8) Advocates inform others about the consequences and risks associated with any planned actions.
9) Advocates inform others of their right to confidentiality, their right to give consent prior to release of information, and the legal limitations of confidentiality.
10) Advocates declare any potential conflict of interest in their advocacy activities.
11) Advocates do not behave in ways that could cause fear, discomfort, or harm to others.
12) Advocates respect and understand cultural, social and individual diversity.
13) Advocates maintain their skills and knowledge about advocacy issues.
14) Advocates withdraw, in a professional manner, when their involvement is no longer appropriate or useful.
3.0 Case Scenarios
This section provides a variety of real-life advocacy scenarios employed by and for persons with disAbilities, including persons who are Blind, Deaf-Blind and partially sighted. A variety of examples are provided which include tactics to employ – and avoid – when performing advocacy.
Questions to think about when reading these case scenarios:
1) In what ways were the advocacy methods successful? (Remember, success isn’t just about getting what one wants; other successes may include creating awareness of an issue, informing policy developers, bringing people together, and creating allies.)
2) What was most effective about the advocacy tactics employed?
3) What was least effective?
4) What, if anything, could have been done differently?
a) Example #1: Braille Bank Statements
Lisa, a member of the Alliance for Equality of Blind Canadians, describes a situation in which she successfully advocated for an important service - bank statements in braille.
Lisa went to her bank, and told a teller that she required bank statements in braille; the teller put her in touch with someone at the bank who had the authority and ability to order this service.
Having not received her braille statements after making this request, Lisa went back to the bank and spoke with the same person, who called up the braillers in Calgary. It turns out that the company which did all of the bank's brailling was having difficulties with its equipment.
The bank continued to follow up with Lisa during the short time it took to repair the equipment, and she is happy to announce that she now receives good quality braille bank statements, every month. She states, "I am quite pleased that everything turned out so well."
Situations such as this one demonstrate that advocacy can be as simple as speaking with customer service, making a few phone calls, or trips to the business one is dealing with. Even with the additional challenge of equipment malfunction, Lisa got what she needed, and within a reasonable amount of time.
Indeed, many businesses recognize the need to provide accessible services, and value their patrons with disAbilities. After all, people who are Blind, Deaf-Blind and partially sighted are customers too, and are more likely to spend their money at an establishment that provides good customer service that meets their needs.
b) Example #2: Coffee Shop Accessibility
Denise Sanders is an active member of the Alliance for Equality of Blind Canadians (AEBC), having served on the Board of Directors, and as a mentor in the AEBC Mentorship Program. She describes her experience of advocacy in a Kelowna coffee shop:
"Several of us would frequent the coffee shop at the bus loop. One day we ask the owner if we could label the keys to the washrooms. He said no problem. He then suggested we label the milk containers so we would know if we were pouring whole milk, half and half or cream into our coffee. We also asked if he would always keep the five choices of coffee in the same order so we would not have to ask each time we went to get a coffee. He also said this was not a problem and would let his staff know of the arrangement. We were able to go in like any other customer, order a coffee at the front counter then go to the side counter, pour the coffee of our choice, add cream and sugar if desired and sit with our friends. We did not need to ask for assistance from the staff or our friends and actually get the type of coffee we wanted with the preferred fixings."
This is another example of how advocacy need not be an adversarial nor complicated process; all it took was a simple request. And as a result of the business owner's positive response, Ms. Sanders and her friends and colleagues enjoy visiting this coffee shop, which has, as a result, experienced increased business.
Being able to access services independently is important for the full equality of Canadians who are Blind, Deaf-Blind and partially sighted, and this example shows a simple, yet empowering way, this can be achieved.
c) Example #3: Audible Bank Machines
Chris and Marie Stark are both strong advocates for issues that affect their independence and daily living, as persons who are Blind. They have advocated for restaurant accessibility, safe travel, and guide dog rights and protection when traveling aboard, as well as countless other issues.
Mr. Stark shares one instance where he and his wife advocated for audible bank machines, so that they and other persons with disAbilities could bank independently while using an ATM. The bank in question had a multiple format policy, which was not promoted. Mr. Stark recalls that he and his wife filed a human rights complaint in 1991, which was finally settled in 1996.
He notes that “there was a lot of resistance”, with the bank saying the technology was not available to make such a machine. So, Mr. and Mrs. Stark told the bank to “report to the Human Rights Commission every six months with their efforts to find a technical solution.”
This bank now has audible banking machines available, although not every ATM is accessible. While this is certainly a step in the right direction, Mr. Stark, like many other advocates, believes that full accessibility is the goal.
Mr. Stark also notes that people should not advocate expecting any credit; he states, “I think if you are going to be an advocate you have to go after things you need, not for credit. That is why we rarely get involved with systemic issues; rather, we get involved with issues that affect our daily lives.”
Mr. Stark also states that the number one pitfall in advocacy is that “you get too emotional. Most of these bodies are not very supportive of the applicant. You have to find things out for yourself. We have on occasion used lawyers but we have chosen not to put any money into our advocacy.” Setting limits like this is important when doing advocacy work, as you do not want issues to consume you.
He also advises that advocates “pay attention over who has jurisdiction. Some things are federal, but most things are provincial, like hotels, stores, and all local transportation if it doesn’t cross provinces.”
Mr. Stark cautions advocates to “be prepared to lose. We lose more than we win.” He also notes that advocacy usually “comes into play when people forget customer service. Formal advocacy isn’t the first thing you have in mind when you have a dispute. Before I make a complaint I call the head of the outfit, such as the chairperson of the board or the president.” Sometimes issues can be resolved simply by making a phone call.
d) Example #4: Braille Textbooks
Penny Leclair is a life-long community advocate for equal access of services, and as such, stresses that commitment is important when advocating. She explains that persistence and perseverance are key to successful advocacy, and provides an example which demonstrates this point.
When she began college, Ms. Leclair experienced a barrier common to students who are Blind, Deaf-Blind, and partially sighted – her textbooks were not being transcribed into her preferred format (Braille) in time.
She recalls, “I wrote letters and went to see a lawyer. I knew I had the right to material in Braille. I kept writing letters and exchanging emails to show I was serious. I acquired a reputation of always keeping on top of the lateness of text books, and eventually gained better access. It still isn't perfect, but I write less letters now and my reputation is that I expect to be provided material in Braille, to the best ability of the college. I am not saying we always get everything we ask for, but we certainly achieve more if our expectation is to continue advocating and show society we are going to commit to this effort because it does matter to us, and to other people who will come along after we have gone.”
e) Example #5: Court Challenges Program
The Court Challenges Program of Canada is a national non-profit organization that provides financial assistance for court cases that advance language and equality rights guaranteed under the Canadian Constitution.
The Conservative government announced in September, 2006, that this program, which is used not only by persons with disAbilities, but by women’s and aboriginal groups, agencies supporting victims of crime, persons who are Gay or Lesbian, and other marginalized individuals and groups, would be eliminated. As the Court Challenges Program is important in ensuring that the equality rights guaranteed by the Canadian Constitution are in fact occurring, many individuals and groups have been advocating for its restoration.
April D'Aubin, Research Analyst for the Council of Canadians with Disabilities (CCD), discusses the advocacy which has been employed since the Conservatives announced that this program will be cancelled. “Immediately, a letter was drafted to send to the Prime Minister. We wanted as many people and organizations to sign on, as possible, and there was an amazing show of support. We had a coalition of different people and groups– lawyers, immigrant-serving organizations and groups, university professor faculty organizations, literacy groups, women’s organizations, and agencies that support victims of crime. We also had the support of a lot of individuals. Some people sent in the names and addresses of people who were prepared to put their name on their letter. My job was to type everyone’s names under ‘sincerely’. Sometimes the tasks involved with advocacy aren’t particularly exciting but they are necessary. And you never know what you are going to be doing from one day to the next.”
Ms. D’Aubin notes the importance of immediacy in advocacy work. “If you want the media to present information to the public, you need to do it sooner than later because they will move onto something else. You also want government to know there is a real concern. If people don’t respond immediately, there could be the assumption that nobody cares.”
While the elimination of this program is certainly a step backward for the equality rights of Canadians, Ms. D’Aubin does note that this is not the first time that the Court Challenges Program has been cut. “It was cut by the Conservatives before, and reinstated by the Liberals in 1994. So these decisions can change.”
Ms. D’Aubin also emphasizes that the elimination of this program “doesn’t end people’s resolve to end discrimination; it just makes it a lot harder.” She notes that the Court Challenges Program only funded cases involving federal jurisdiction, and that there have been cases that have gone forward without this program’s assistance, such as those involving provincial jurisdiction.
“There are lawyers committed to equality law, and they help out a lot, doing pro bono work, or serving on committees. We are also fortunate to have ARCH Disability Law Centre, who does really good work.”
For more information, visit savecourtchallenges.ca
f) Example #6: Nondiscrimination Policy for Blind Teachers
John Rae, current President of the Alliance of Blind Canadians recalls an early advocacy success story of the Blind Organization of Ontario with Self-Help Tactics (BOOST), a consumer group of Blind Canadians.
Shortly after being founded in 1975, BOOST wanted the Toronto School Board to pass a policy that would ensure that no qualified teacher with a disAbility would be discriminated against in terms of his or her employment. This was at a time when the Ontario Human Rights Code did not cover persons with disAbilities.
BOOST met with Gordon Cressy, who was the chair of the School Board at the time, to advocate for such a policy. Mr. Rae recalls that he and other BOOST members fully expected to be told that "this is a great idea; now go away, and do some research" as this often occurs, when advocating. However, Gordon Cressy took BOOST's recommendation to the Toronto School Board, where it was passed.
“This was an important precedent,” Mr. Rae notes, and BOOST took it to all of the other school boards in Ontario. Several other Boards passed a similar policy. Mr. Rae emphasizes, “Small accomplishments are also important.”
This early advocacy success with the Toronto School Board was important for a new consumer group. BOOST not only gained recognition, but was able to build on this early accomplishment, and tackle other important advocacy issues with confidence.
g) Example #7: Wheelchair Ramp for Condominium
Diane Dobson is a Blind woman who uses a wheelchair, and has been an advocate for over twenty years. One of her favourite stories is from the 1980’s and involves assisting a woman and her four year old daughter, who had Osteogenesis Iimperfecta (or brittle bone disease) advocate for a wheelchair ramp in the entranceway of the condominium they owned. Without the ramp, the mother had to carry her daughter in her wheelchair up the stairs, and subsequently suffered from back pain.
This mother called Ms. Dobson after the condominium board denied her request for a ramp, on the basis that it would ‘spoil’ the overall design. The mother had attempted to persuade the board, but to no avail. She had even contacted the human rights board and gotten nowhere; she had in fact been denied assistance from human rights without being given a reason why.
Ms. Dobson explains, “I got out my trusty copy of human rights rules and rights that they had sent to any disabled person upon request. There on the cover and first paragraph was an answer we all had overlooked. Human rights protected all disabled persons between 5 and 65 years old. I felt like I had discovered gold! This girl wasn’t covered because she was younger than five, which was age discrimination. I made some phone calls and that rule was stricken immediately. The mother got her ramp, and an elevator was installed in her home at no charge. The mom's sister phoned in tears; they were so grateful for my help. All I did was read the first paragraph; that didn't cost me or take much of my time. I was so happy with the results soon I too was crying.”
h) Example #8: Challenge Ballot Campaign
April D'Aubin recalls one of the first advocacy activities she participated in with the Council of Canadians with Disabilities (CCD), back when it was called the Coalition of Provincial Organizations of the Handicapped (COPOH).
“It was the summer of 1984, and a federal election was coming up,” Ms. D’Aubin recalls. “COPOH created a challenge ballot asking candidates to respond and commit to various issues affecting Canadians with disabilities, in areas which included human rights, immigration and transportation. A special ballot was created and given to everyone who was running. COPOH kept a list of everyone who responded, and after the election a lot of work was done to ensure politicians honoured their commitments.”
People with disabilities were also given challenge ballots to discuss with their local candidates at community forums, or when they came door to door.
Report cards grading politicians were issued, as were media releases. Ms. D’Aubin reflects that “this is before the Internet, so everything was much more labour intensive. We would spend afternoons printing and folding media releases, putting labels on envelopes and mailing them.” Press releases were sent not only to national newspapers, but community papers, as well.
This hard work paid off, however, as Ms. D’Aubin recalls that newspaper clippings would be mailed back to COPOH, by its provincial affiliates. She notes, “Back then we got more press coverage than we do now. And candidates no longer respond. We still do challenge ballots. But now the candidates wait until the leader responds, or remain silent. You get the official party position.”
The challenge ballot campaign of 1984 did have much success in raising awareness, and getting results. One of the issues on the ballot was interprovincial buses equipped with lifts for people who use wheelchairs. Ms. D’Aubin recalls that “the government provided some research and development money and developed the Accessobus. It was a demonstration bus that showed new technology.”
But what is perhaps most interesting and important about this campaign is that it increased the visibility of Canadians with disAbilities as voters. April D’Aubin notes, “Politicians weren’t used to seeing people with disabilities playing active roles in the electoral process. We wanted politicians to see people with disabilities as full citizens. After all, being part of the electoral process is an important part of any democracy. We wanted to remind politicians that people with disabilities vote for them, and have expectations of their elected officials, as citizens.”
i) Example #9: Never Threaten What You Can’t Follow Through
The Canadian Charter of Rights and Freedoms is a bill of rights entrenched within the Canadian Constitution. It includes equality rights, specifying in Section 15 that "Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability."
While the 1980 draft of the Charter included equality rights, persons with disAbilities were not included. Interestingly, Canada planned to pass the Charter in 1981, which happened to be the International Year of the Disabled.
John Rae, current President of the Alliance for Equality of Blind Canadians, recalls that for many months, organizations appeared before the committee developing the Charter, advocating for the inclusion of protection for persons with disAbilities. "Numerous briefs were sent in", he states, "and most importantly, people with disAbilities regularly attended meetings of the committee."
"Then one weekend an article appeared in Weekend magazine which allegedly quoted Jim Derksen who was National Coordinator of the Coalition of Provincial Organizations of the Handicapped - COPOH (now the Council of Canadians with Disabilities -CCD) at the time, stating that there was going to be a demonstration on Parliament Hill. However, the article did not in fact say that", Mr. Rae recollects.
"The following week a rumour circulated around Ottawa that people with disabilities were planning to descend on Parliament Hill en masse, from Toronto. This idea was certainly being talked about by people with disAbilities, at the time. But before we had the chance to act upon it, the amendment was accepted.
I don't know how many would have gone. But never threaten to do something that you can't follow through on because your bluff may be called. If you can't follow through on what you said you were going to do, your credibility would go down the drain."
3.1 Chapter Meeting or Annual General Meeting / Conference Discussion Questions
a) Many members in the Blind community believe Canada's electoral system is not fully accessible to electors who are Blind, Deaf-Blind or partially sighted.
Discuss what areas must be changed (e.g. platform materials in alternative formats, accessible websites, accessible candidates meetings, reaching out to encourage persons with disAbilities to become candidates, casting one's vote independently and in secret at either an advance or regular poll).
What approach(es) should the AEBC use to make the electoral process more accessible to electors who are blind, deaf-blind or partially sighted?
b) The AEBC has discovered some federal government websites are still inaccessible to Canadians who are Blind, Deaf-Blind or partially sighted. What kind of advocacy should the AEBC utilize to try to remedy this problem?
4.0 Resources Table of Contents
4.1 Advocacy Guides and Manuals
4.2 DisAbility and Consumer Rights Information and Resources
4.3 DisAbility / Advocacy Organizations: National
4.4 DisAbility / Advocacy Organizations: Provincial
Alberta
British Columbia
Manitoba
New Brunswick
Newfoundland
Northwest Territories
Nova Scotia
Nunavut
Ontario
Prince Edward Island
Quebec
Saskatchewan
Yukon Territory
4.5 Government Agencies and Resources: National
4.6 Government Agencies and Resources: Provincial
Alberta
British Columbia
Manitoba
New Brunswick
Newfoundland
Northwest Territories
Nova Scotia
Nunavut
Ontario
Prince Edward Island
Quebec
Saskatchewan
Yukon Territory
4.1 Advocacy Guides and Manuals
Advocacy Guide: Advocacy - The Act of Supporting and Promoting Rights and Recovery
A publication of the Ohio Legal Rights Service (OLRS) and the PAIMI Council Leadership Training Institute, May 2004
Description: This advocacy guide is intended for mental health consumers.
Available on-line at:
Text-only version:
Advocacy Techniques
By Diane Brennan, Legal Information Counsellor,Doug Trail Law Centre, Nanaimo, BC
First published in Community Law Matters, newsletter of Legal Services Society, 1992
Description: This document outlines advocating for another person, in a professional setting (i.e. for a not for profit organization).
Microsoft Word version available on-line at:
vcn.bc.ca/bcasvacp/articles/39/Advocacy_Techniques.doc
Become A Leader for Social Justice
Published by Advocacy Institute
Description: A resource guide to encourage and equip young people to pursue social justice work.
Order through the Advocacy Institute website,
PDF version on-line: publications/pdf/becomealeader.pdf
Change is Inevitable, But Growth is Optional: A Self Advocacy Manual
Published by the North Saskatchewan Independent Living Centre, 1999
Description: This manual is a facilitator’s guide for teaching persons with disAbilities to advocate for themselves.
Available on-line at: nald.ca/fulltext/change/02.htm
PDF version available on-line at: nald.ca/fulltext/change/change.pdf
An Introduction to Advocacy: Training Guide
By Ritu R. Sharma
Description: This guide is intended for persons who want to gain advocacy skills in order to improve programs and policies.
Available through the Academy for Educational Development
PDF version available on-line at:
Speak Up and Be Heard: Steps to Effective Advocacy
By the Child and Youth Officer of British Columbia
Description: This guide is intended to help people advocate for themselves, or for another person, particularly in the areas of children and youth.
Available through the Child and Youth Officer at .bc.ca/cyo/default_menu_js.htm
PDF version available on-line at: .bc.ca/cyo/down/advocacy_guide.pdf
Taking Action: A Step by Step, Self-Help Guide to Becoming a Self-Advocate & Making a Difference
Published by the United Spinal Association; website
Description: Information on advocacy and applicable U.S. disability laws.
PDF version available on-line at: pdf/Taking%20Action.pdf
Telling Your Story: A Guide to Preparing Advocacy Case Studies
Published by the Advocacy Institute
Description: Outlines reasons and strategies for writing an advocacy case study.
Available on-line at: publications/tellingyourstory.htm
Tell It To Ottawa: Legislative Workshop, Advocacy Toolkit
Presented by the Disabled Women’s Network, Ontario
Adapted from the 1997 Legislative Workshop developed by American Council of the Blind and the American Foundation for the Blind.
Available on-line at:
4.2 Canadian Charter of Rights and Freedoms
From
Whereas Canada is founded upon principles that recognize the supremacy of God and the rule of law:
Guarantee of Rights and Freedoms
1. The Canadian Charter of Rights and Freedoms guarantees the rights and freedoms set out in it subject only to such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society.
Fundamental Freedoms
2. Everyone has the following fundamental freedoms:
a) freedom of conscience and religion;
b) freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication;
c) freedom of peaceful assembly; and
d) freedom of association.
Democratic Rights
3. Every citizen of Canada has the right to vote in an election of members of the House of Commons or of a legislative assembly and to be qualified for membership therein.
4. (1) No House of Commons and no legislative assembly shall continue for longer than five years from the date fixed for the return of the writs of a general election of its members.
(2) In time of real or apprehended war, invasion or insurrection, a House of Commons may be continued by Parliament and a legislative assembly may be continued by the legislature beyond five years if such continuation is not opposed by the votes of more than one-third of the members of the House of Commons or the legislative assembly, as the case may be.
5. There shall be a sitting of Parliament and of each legislature at least once every twelve months
Mobility Rights
6. (1) Every citizen of Canada has the right to enter, remain in and leave Canada.
(2) Every citizen of Canada and every person who has the status of a permanent resident of Canada has the right
a) to move to and take up residence in any province; and
b) to pursue the gaining of a livelihood in any province.
(3) The rights specified in subsection (2) are subject to
a) any laws or practices of general application in force in a province other than those that discriminate among persons primarily on the basis of province of present or previous residence; and
b) any laws providing for reasonable residency requirements as a qualification for the receipt of publicly provided social services.
(4) Subsections (2) and (3) do not preclude any law, program or activity that has as its object the amelioration in a province of conditions of individuals in that province who are socially or economically disadvantaged if the rate of employment in that province is below the rate of employment in Canada.
Legal Rights
7. Everyone has the right to life, liberty and security of the person and the right not to be deprived thereof except in accordance with the principles of fundamental justice.
8. Everyone has the right to be secure against unreasonable search or seizure.
9. Everyone has the right not to be arbitrarily detained or imprisoned.
10. Everyone has the right on arrest or detention
a) to be informed promptly of the reasons therefor;
b) to retain and instruct counsel without delay and to be informed of that right; and
c) to have the validity of the detention determined by way of habeas corpus and to be released if the detention is not lawful.
11. Any person charged with an offence has the right
a) to be informed without unreasonable delay of the specific offence;
b) to be tried within a reasonable time;
c) not to be compelled to be a witness in proceedings against that person in respect of the offence;
d) to be presumed innocent until proven guilty according to law in a fair and public hearing by an independent and impartial tribunal;
e) not to be denied reasonable bail without just cause;
f) except in the case of an offence under military law tried before a military tribunal, to the benefit of trial by jury where the maximum punishment for the offence is imprisonment for five years or a more severe punishment;
g) not to be found guilty on account of any act or omission unless, at the time of the act or omission, it constituted an offence under Canadian or international law or was criminal according to the general principles of law recognized by the community of nations;
h) if finally acquitted of the offence, not to be tried for it again and, if finally found guilty and punished for the offence, not to be tried or punished for it again; and
i) if found guilty of the offence and if the punishment for the offence has been varied between the time of commission and the time of sentencing, to the benefit of the lesser punishment.
12. Everyone has the right not to be subjected to any cruel and unusual treatment or punishment.
13. A witness who testifies in any proceedings has the right not to have any incriminating evidence so given used to incriminate that witness in any other proceedings, except in a prosecution for perjury or for the giving of contradictory evidence.
14. A party or witness in any proceedings who does not understand or speak the language in which the proceedings are conducted or who is deaf has the right to the assistance of an interpreter.
Equality Rights
15. (1) Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
(2) Subsection (1) does not preclude any law, program or activity that has as its object the amelioration of conditions of disadvantaged individuals or groups including those that are disadvantaged because of race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
Official Languages of Canada
16. (1) English and French are the official languages of Canada and have equality of status and equal rights and privileges as to their use in all institutions of the Parliament and government of Canada.
(2) English and French are the official languages of New Brunswick and have equality of status and equal rights and privileges as to their use in all institutions of the legislature and government of New Brunswick.
(3) Nothing in this Charter limits the authority of Parliament or a legislature to advance the equality of status or use of English and French.
16.1. (1) The English linguistic community and the French linguistic community in New Brunswick have equality of status and equal rights and privileges, including the right to distinct educational institutions and such distinct cultural institutions as are necessary for the preservation and promotion of those communities.
(2) The role of the legislature and government of New Brunswick to preserve and promote the status, rights and privileges referred to in subsection (1) is affirmed.
17. (1) Everyone has the right to use English or French in any debates and other proceedings of Parliament.
(2) Everyone has the right to use English or French in any debates and other proceedings of the legislature of New Brunswick.
18. (1) The statutes, records and journals of Parliament shall be printed and published in English and French and both language versions are equally authoritative.
(2) The statutes, records and journals of the legislature of New Brunswick shall be printed and published in English and French and both language versions are equally authoritative.
19. (1) Either English or French may be used by any person in, or in any pleading in or process issuing from, any court established by Parliament.
(2) Either English or French may be used by any person in, or in any pleading in or process issuing from, any court of New Brunswick.
20. (1) Any member of the public in Canada has the right to communicate with, and to receive available services from, any head or central office of an institution of the Parliament or government of Canada in English or French, and has the same right with respect to any other office of any such institution where
a) there is a significant demand for communications with and services from that office in such language; or
b) due to the nature of the office, it is reasonable that communications with and services from that office be available in both English and French.
(2) Any member of the public in New Brunswick has the right to communicate with, and to receive available services from, any office of an institution of the legislature or government of New Brunswick in English or French.
21. Nothing in sections 16 to 20 abrogates or derogates from any right, privilege or obligation with respect to the English and French languages, or either of them, that exists or is continued by virtue of any other provision of the Constitution of Canada.
22. Nothing in sections 16 to 20 abrogates or derogates from any legal or customary right or privilege acquired or enjoyed either before or after the coming into force of this Charter with respect to any language that is not English or French.
Minority Language Educational Rights
23. (1) Citizens of Canada
a) whose first language learned and still understood is that of the English or French linguistic minority population of the province in which they reside, or
b) who have received their primary school instruction in Canada in English or French and reside in a province where the language in which they received that instruction is the language of the English or French linguistic minority population of the province, have the right to have their children receive primary and secondary school instruction in that language in that province.
(2) Citizens of Canada of whom any child has received or is receiving primary or secondary school instruction in English or French in Canada, have the right to have all their children receive primary and secondary school instruction in the same language.
(3) The right of citizens of Canada under subsections (1) and (2) to have their children receive primary and secondary school instruction in the language of the English or French linguistic minority population of a province
a) applies wherever in the province the number of children of citizens who have such a right is sufficient to warrant the provision to them out of public funds of minority language instruction; and
b) includes, where the number of those children so warrants, the right to have them receive that instruction in minority language educational facilities provided out of public funds.
Enforcement
24. (1) Anyone whose rights or freedoms, as guaranteed by this Charter, have been infringed or denied may apply to a court of competent jurisdiction to obtain such remedy as the court considers appropriate and just in the circumstances.
(2) Where, in proceedings under subsection (1), a court concludes that evidence was obtained in a manner that infringed or denied any rights or freedoms guaranteed by this Charter, the evidence shall be excluded if it is established that, having regard to all the circumstances, the admission of it in the proceedings would bring the administration of justice into disrepute.
General
25. The guarantee in this Charter of certain rights and freedoms shall not be construed so as to abrogate or derogate from any aboriginal, treaty or other rights or freedoms that pertain to the aboriginal peoples of Canada including
a) any rights or freedoms that have been recognized by the Royal Proclamation of October 7, 1763; and
b) any rights or freedoms that now exist by way of land claims agreements or may be so acquired.
26. The guarantee in this Charter of certain rights and freedoms shall not be construed as denying the existence of any other rights or freedoms that exist in Canada.
27. This Charter shall be interpreted in a manner consistent with the preservation and enhancement of the multicultural heritage of Canadians.
28. Notwithstanding anything in this Charter, the rights and freedoms referred to in it are guaranteed equally to male and female persons.
29. Nothing in this Charter abrogates or derogates from any rights or privileges guaranteed by or under the Constitution of Canada in respect of denominational, separate or dissentient schools.(93)
30. A reference in this Charter to a Province or to the legislative assembly or legislature of a province shall be deemed to include a reference to the Yukon Territory and the Northwest Territories, or to the appropriate legislative authority thereof, as the case may be.
31. Nothing in this Charter extends the legislative powers of any body or authority.
Application of Charter
32. (1)This Charter applies
a) to the Parliament and government of Canada in respect of all matters within the authority of Parliament including all matters relating to the Yukon Territory and Northwest Territories; and
b) to the legislature and government of each province in respect of all matters within the authority of the legislature of each province.
(2) Notwithstanding subsection (1), section 15 shall not have effect until three years after this section comes into force.
33. (1) Parliament or the legislature of a province may expressly declare in an Act of Parliament or of the legislature, as the case may be, that the Act or a provision thereof shall operate notwithstanding a provision included in section 2 or sections 7 to 15 of this Charter.
(2) An Act or a provision of an Act in respect of which a declaration made under this section is in effect shall have such operation as it would have but for the provision of this Charter referred to in the declaration.
(3) A declaration made under subsection (1) shall cease to have effect five years after it comes into force or on such earlier date as may be specified in the declaration
(4) Parliament or the legislature of a province may re-enact a declaration made under subsection (1).
(5) Subsection (3) applies in respect of a re-enactment made under subsection (4).
4.3 DisAbility and Consumer Rights Information and Resources
Abilities Magazine
Description: ABILITIES is Canada's foremost cross-disability lifestyle magazine. It is widely read by people with disabilities, their families, friends and professionals.
Available in print, audio cassette and computer disk.
Visit abilities.ca to read current issue synopsis on-line or to order.
Canadian Blind Monitor
Published by the Alliance for Equality of Blind Canadians.
Available on-line, in large and regular print, Braille, audio cassette and computer disk. To read on-line, visit: blindcanadians.ca/publications
Order by emailing info@blindcanadians.ca or by calling 1 800 561 4774
Description: Highlights issues pertaining to, and achievements of persons who are blind, deaf-blind or partially sighted
Disability Rights and the Independent Living Movement
By the University of California, Berkely
Description: Rich web collection exploring the social and political history of the disAbility movement from the 1960s to the present.
Website:
Nothing About Us Without Us: Disability Oppression and Empowerment
By James I. Charlton, 1998, University of California Press
Description: Charlton presents interviews he conducted over a ten-year period with disability rights activists across the globe, providing a theoretical overview of disability oppression that shows its similarities to, and differences from, racism, sexism, and colonialism.
4.4 DisAbility / Advocacy Organizations: National
African Canadian Disability Community Association, Inc.
Telephone: (204) 453 0391
Email: acdca@
Website:
Description: Provide education on the role of cultural diversity in developing opportunities for persons with disabilities, particularly those of ethno-racial backgrounds, and provides training programs
Alliance for Equality of Blind Canadians (AEBC)
Telephone: 1 800 561 4774 (toll-free)
Email: info@BlindCanadians.ca
Website: BlindCanadians.ca
The Alliance for Equality has chapters across Canada. Visit blindcanadians.ca/contact_us to contact the Chapter President nearest you. Extensive on-line vision loss resource listing available at: blindcanadians.ca/resources
Description: Advocacy organization of blind, deaf-blind and partially sighted Canadians.
Canada-Wide Accessibility for Post Secondary Students (CanWAPPS)
Email: accessibility@
Website:
Description: CanWAPPS is committed to increasing accessibility and inclusion for post-secondary students with disabilities across Canada in all sectors, through providing advocacy, support and other services and initiatives.
Canadian Association for Community Living (CACL)
Telephone: (416) 661-9611
TTY: (416) 661-2023
E-mail: inform@cacl.ca
Website: cacl.ca
For provincial and local contacts visit cacl.ca/english/provteracls
Description: Promotes the participation of people with intellectual disAbilities in all aspects of community life.
Canadian Association of Independent Living Centres (CAILC)
Telephone: (613) 563-2581
TDD: (613) 563-4215
Email: info@cailc.ca
Website: cailc.ca
For a listing of Independent Living Centres all across Canada, visit cailc.ca/CAILC/graphic/ilrcs/canada/intro_e.html
Description: Umbrella organization of Independent Living Centres across Canada; promotes independence and self-determination for persons with disAbilities.
Canadian Association of the Deaf (CAD)
Telephone: (613) 565 2882
TTY: (613) 565-8882
Email: info@cad.ca
Website: cad.ca
Description: Protects and promote the rights, needs and concerns of Deaf Canadians.
Canadian Council of the Blind (CCB)
Telephone: 1 877 304 0968 (toll-free)
Email: ccb@
Website:
Description: National consumer organization of persons who are blind, deaf-blind and visually impaired.
Canadian Council on Rehabilitation and Work (CCRW)
Telephone: 1 800 664 0925 (toll-free)
Email: info@
Website:
Description: Promotes and supports equal and equitable employment of people with disabilities, and promotes inclusion and accessibility
Canadian Federation of the Blind (CFB)
Telephone: 1 800 619 8789 (toll-free)
Email: info@cfb.ca
Website: cfb.ca
Description: The CFB is a not-for-profit, grassroots organization made up of blind people speaking for ourselves. [pic]Members of the CFB are also members at large of the National Federation of the Blind (NFB) in the United States
Canadian Centre on Disability Studies (CCDS)
Telephone: (204) 287 8411
TTY: (204) 475 6223
Email: ccds@disabilitystudies.ca
Website: disabilitystudies.ca
Description: The CCDS is a consumer-directed, university-affiliated centre dedicated to research, education and information dissemination on disability issues. The CCDS promotes full and equal participation of people with disabilities in all aspects of society.
Canadian Deafblind and Rubella Association (CDBRA)
Telephone: 1 866 229 5832 (toll-free)
Email: cdbra@seaside.ns.ca
Website: cdbra.ca
For local chapters, visit cdbra.ca/show.do?p=contact1
Description: The Canadian Deafblind and Rubella Association is committed to assisting all persons who are deafblind to achieve, with Intervention, the best quality of life.
Canadian Guide Dogs for the Blind
Telephone: (613) 692 7777
Email: cgdb@sympatico.ca
Website: guidedogs.ca
Description: Assists Canadians with visual disabilities with their mobility by providing and training them in the use of professionally trained guide dogs.
Canadian Hard of Hearing Association (CHHA)
Telephone: 1 800 263 8068 (toll-free)
TTY: (613) 526 2692
Email: chhanational@chha.ca
Website: chha.ca
For a listing of chapters across Canada, visit chha.ca/chha/about-branches.php
Description: Canada's only nation-wide non-profit consumer organization run by and for people who are hard of hearing.
Canadian Mental Health Association of Canada (CMHA)
Telephone: (416) 484 7750
Email: info@cmha.ca
Website: cmha.ca
For a listing of locations across Canada, visit
cmha.ca/bins/loc_page.asp?cid=58-85&lang=1
Description: Promotes the mental health of all people and to serve mental health consumers, their families and friends.
Canadian National Institute for the Blind (CNIB)
Telephone: 1 800 563 2642
Email: info@cnib.ca
Website: ib.ca
For CNIB locations, visit ib.ca/community/index.htm
Description: A national agency which provides services for persons who are blind.
Canadian National Society of the Deaf-Blind
Telephone / TTY: (905) 763 6736
Website: sdb.ca
Description: National consumer-run advocacy association dedicated to helping deaf-blind people across Canada achieve a higher quality of life.
Canadian Paraplegic Association (CPA)
Telephone: (613) 723 1033
Email: info@
Website:
For a listing of provincial offices, visit national/level2.tpl?var1=connection
Description: The CPA assists persons with spinal cord injuries and other physical disabilities to achieve independence, self-reliance and full community participation.
Canine Vision Canada
Telephone: 1 800 768 3030 (toll-free)
Email: info@
Website:
Description: Provides dog guides for people who are blind or visually impaired.
Centre for Research and Education in Human Services
Telephone: (519) 741 1318
Email: general@crehs.on.ca
Website: crehs.on.ca
Description: Stimulates the creation of awareness, policies and practices that advance equitable participation and integration of all persons with disAbilities, especially those with limited access to opportunity
Council of Canadians with Disabilities (CCD)
Telephone / TTY: (204) 947 0303; toll-free 1 866 947 0303
Email: ccd@ccdonline.ca
Website: donline.ca
Description: CCD is a team of people with disAbilities committed to the principles of self-help and consumer advocacy. CCD works for the personal empowerment of all people with disAbilities both in Canada and around the world.
Disabled Peoples' International (DPI)
Telephone: (204) 287 8010
Email: info@
Website:
Description: An international, cross-disability development organization with members in 135 countries
DisAbled Women’s Network (DAWN)
Email: admin@
Website:
For the contact nearest you, visit groups.htm
Description: National feminist organization controlled by and comprised of women who self-identify as Women with disAbilities.
Guide Dog Users of Canada
Email: davidfarough@
Website: gduc.ca/
Description: The primary goals of our organization are to educate the general public, and advocate for Guide Dog users who experience problems with accessability.
Human Rights Research and Education Centre
Telephone: (613) 562 5775
Email: hrrec@uottawa.ca
Website: cdp-hrc.uottawa.ca
Description: Furthers the discussion of the linkages between human rights, governance, legal reform and development, and works to improve social justice institutions and programs.
Institute for Work & Health
Telephone: (416) 927 2027 ext. 2115
Email: info@iwh.on.ca
Website: iwh.on.ca
Description: Conducts and shares research with workers, labour, employees, clinicians and policy-makers to promote, protect and improve the health of working people
Learning Disabilities Association of Canada (LDAC)
Telephone: (613) 238-5721
Email: information@ldac-taac.ca
Website: ldac-taac.ca
Description: National organization for persons with learning disabilities and those who support them.
Multi-Ethnic Association for the Integration of Persons with Disabilities
Telephone: (514) 272 0680
Email: ameiph@
Website:
Description: Promotes social integration of persons with a disability from different ethnocultural backgrounds
National Education Association of Disabled Students (NEADS)
Telephone / TTY: (613) 526 8008
Email: info@neads.ca
Website: neads.ca
Description: Consumer organization, with a mandate to encourage the self-empowerment of post-secondary students with disabilities. NEADS advocates for increased accessibility at all levels so that disabled students may gain equal access to college or university education, which is their right.
National Network on Mental Health (NNMH)
Telephone: 1 888 406 4663 (toll-free)
Email: info@nnmh.ca
Website: nnmh.ca
Description: The purpose of the National Network for Mental Health, which is run by and for mental health consumers, is to advocate, educate and provide expertise and resources that benefit the Canadian consumer community.
Neil Squire Foundation
Telephone: (604) 473 9363
Email: info@neilsquire.ca
Website: neilsquire.ca
For the contact nearest you, visit neilsquire.ca/section.asp?catid=136&pageid=336
Description: Canadian national non-profit organization committed to providing education, technology and career development for people with physical disabilities.
Network on Disability Pride and Culture
Telephone: (905) 304 8191
Email: cfrazee@
Description: Promotes the recognition and development of disability culture in Canada
Society for Disability Arts and Culture (S4DAC)
Telephone: (604) 685 3368
Email: info@
Website:
Description: Organizes disability arts and culture festivals, encourages and enables artists to create and present authentic interpretations of the disability experience, provides opportunities for their development, and promotes access to the arts.
4.5 DisAbility / Advocacy Organizations: Provincial
Alberta:
Alberta Committee of Citizens with Disabilities (ACCD)
Telephone: 1 800 387 2514 (toll-free)
TDD/TTY: (780) 488 9090
Email: accd@
Website:
Description: Provincial, cross-disability organization of and for people living with physical, mental, sensory, or developmental disabilities; a grassroots, consumer-directed organization dedicated to improving the quality of life of people with disabilities.
B.C. & Alberta Guide Dog Services
Telephone: (403) 258-0819 (Alberta); (604) 940 4504 (B.C.)
Email: albertaguidedogservices@ (Alberta); guidedog@ (B.C.)
Website:
Description: Dedicated to the further development of the guide dog movement in British Columbia and Alberta. B.C. and Alberta Guide Dog Services holds the aims and objectives of improved availability and increased level of service and to provide life-long after care and support at no cost to our clients through the provision of professionally trained guide dogs for blind and visually impaired residents of B.C. and Alberta.
Independent Living Resource Centre of Calgary
Telephone: (403) 263 6880
TTY: (403) 2636874
Email: info@ilrcc.ab.ca
Website: ilrcc.ab.ca
Materials Resource Centre for the Visually Impaired
Telephone: (780) 427 4681
Email: materialsresourcecentre@gov.ab.ca
Website: lrc..ab.ca
Description: Provides alternate format materials and specialized equipment to schools for use by students with perceptual disabilities who are integrated into regular classrooms
Western Guide & Assistance Dog Society
Telephone: 1 877 252 9433 (toll-free)
Email: info@guidedog.ca
Website: guidedog.ca
Description: Works to increase the mobility and independence of persons with disabilities and enhance their quality of life by providing highly skilled guide and assistance dogs with professional in-home training and continual support.
British Columbia:
Advocates For Sight Impaired Consumers (ASIC)
Telephone: (604) 241 7499
Email: asic@
Website: asic.bc.cx
Description: An independent consumer driven advocacy coalition that addresses issues affecting people who are blind, sight impaired or deaf-blind. Their goal is to promote independence, equal access and full participation in the community.
B.C. Aboriginal Network on Disability Society (BCANDS)
Telephone: 1 888 815 5511 (toll-free)
Email: info@bcands.bc.ca
Website: bcands.bc.ca
Description: Promotes the betterment of Aboriginal people with disabilities in the province of British Columbia.
B.C. & Alberta Guide Dog Services
Telephone: (604) 940 4504 (B.C.) ; (403) 258-0819 (Alberta)
Email: guidedog@ (B.C.); albertaguidedogservices@ (Alberta)
Website:
Description: Dedicated to the further development of the guide dog movement in British Columbia and Alberta. B.C. and Alberta Guide Dog Services holds the aims and objectives of improved availability and increased level of service and to provide life-long after care and support at no cost to our clients through the provision of professionally trained guide dogs for blind and visually impaired residents of B.C. and Alberta.
B.C. Coalition of People with Disabilities (BCCPD)
Telephone: (604) 875 0188
TTY: (604) 875 8835
E-mail: feedback@bccpd.bc.ca
Website: bccpd.bc.ca
Description: The BCCPD uses education, advocacy and special projects to work toward the dissolution of the physical, attitudinal and systemic barriers in our society that deny disAbled persons equal opportunities .
B.C. College and Institute Library Services (CILS)
Telephone: (604) 323 5627
Email: maepp@langara.bc.ca
Website: langara.bc.ca/cils
Description: Provides alternate format resources to post-secondary students with print disabilities in British Columbia
B.C. Human Rights Coalition
Telephone: 1 877 689 8474 (toll free)
Email: info@
Website:
Description: The B.C. Human Rights Coalition is a charitable non-profit community based organization that seeks to promote and strengthen human rights throughout B.C. and Canada.
B.C. Ministry of Education - Special Programs Branch
Telephone: (250) 356 2337
Email: claudia.roch@.bc.ca
Website: .bc.ca/specialed
Description: Establishes special education policy for BC schools, serving students 5-19 years old.
Canadian Disabled Individuals Association
Telephone: (604) 301 1029
Email: info@disabledindividuals.ca
Website: disabledindividuals.ca
Description: Presents a unified, uninfluenced voice of all types of disability, started and maintained by our own community, that educates our community about what's available to create a better quality of life from our own perspective.
Independent Living and Disability Resource Centres in B.C.
Duncan, B.C. (250) 746 3930; website: cvilrc.bc.ca
Nanaimo, B.C. (250) 758 5547
Richmond, B.C. (604) 232 2404; TTY: (604) 232 2479; website: drcrichmond.ca
Vernon, B.C. (250) 545 9292; TTY: (250) 542 2193; website: vdrc.ca
Victoria, B.C. (250) 595 0044; website:
Law Society of British Columbia – Equality and Diversity Committee
Telephone: 1 800 903 5300 (toll-free)
Email: diversity@
Website: lawsociety.
Description: As part of its mandate, addresses the additional hurdles faced by lawyers and individuals with disabilities in entering the profession, practising law and accessing legal services.
Social Planning and Research Council of BC (SPARC-BC)
Telephone: (604) 718 7733
Email: info@sparc.bc.ca
Website: sparc.bc.ca
Description: Works with communities in building a just and healthy society for all, and in particular operates the parking permit program for people with disabilities.
Manitoba:
Independent Living Resource Centre
Telephone: (204) 947 0194
Email: thecentre@ilrc.mb.ca
Website: ilrc.mb.ca
Manitoba League of Persons with Disabilities (MLPH)
Telephone: (204) 943 6099 (Voice and TDD) / 1 888 330 1932 (toll-free)
Email: mlpd@
Website: mlpd.mb.ca
Description: The MLPD is a united voice of people with disabilities, and their supporters, promoting equal rights and full participation in society, through advocacy and education..
The Resource Centre for Manitobans who are Deaf-Blind (RCMDB)
Telephone: (204) 284 2531
Description: The "Centre" provides the leadership and energy needed to ensure Deaf-Blind Manitobans remain fully integrated into the community life and are fully involved in the forces and decisions that shape and impact their lives.
Society for Manitobans with Disabilities Alliance (SMD)
Telephone: 1 866 282 8041 (toll-free)
TTY: 1 800 225 9108 (toll-free)
Email: info@smd.mb.ca
Website: smd.mb.ca
Description: SMD is a family of organizations that are working together to improve the lives of persons with disabilities in Manitoba.
New Brunswick:
Centre de Ressource vie Autonome
Telephone: (506) 336 1304
Email: crvapa@nb.
Website: crva-pa.ca
Description: Independent Living Centre of New Brunswick.
Employment Services for Persons with Disabilities
Telephone: (506) 453 3247
Description: Offers training and employment services to all New Brunswickers
Public Legal Education and Information Service of New Brunswick (PLEIS-NB)
Telephone: (506) 453 5369
Email: pleisnb@web.ca
Website: legal-info-legale.nb.ca
Description: Provides information about the law to New Brunswickers.
Newfoundland:
Coalition of Persons with Disabilities – Newfoundland and Labrador (COD)
Telephone: (709) 722 7011
Email: codmain@nf.
Description: Educates people by changing attitudes concerning the rights of persons with disabilities, and influences regulations, laws and actions at all levels of government on disability issues.
Newfoundland-Labrador Human Rights Commission
Telephone: (709) 754 0690
Email: nlhra@nf.sympatico.ca
Website: stemnet.nf.ca/nlhra
Description: Promotes human rights through education, advocacy and research.
Newfoundland and Labrador Student Support Services
Telephone: (709) 729 3023
Email: webmasteredu@.nf.ca
Website: .nf.ca/edu
Description: Provides special education programming, guidance services, speech and language services, itinerant services and consultation to children with special needs
People First of Newfoundland and Labrador
Telephone: (709) 738 2866
Website: PeopleFirst/GailStCroix.html
Description: A self-advocacy organization that attempts to educate the public about the abilities, strengths and rights of persons who have been labelled developmentally disabled.
St. John’s Independent Living Resource Centre
Telephone: (709) 722 4031 / 1 866 722 4031 (toll-free)
TTY: (709) 7227998
Email: info@ilrc.nf.ca
Website: ilrc.nf.ca
Description: A consumer controlled organization committed to providing supports, resources and opportunities for empowerment, which enable persons with disabilities to make informed choices about their lives.
Northwest Territories:
NWT Council of Persons with Disabilities
Telephone: (867) 873 8230
TTY: (867) 920 2674
Email:disabilitynwt@
Website: nwtability.ca
Description: Supports the independence of persons with disabilities, promotes access and full participation within the community, and increases understanding and acceptance through awareness and advocacy.
Northwest Territories Department of Education - Special Education
Telephone: (867) 873 7692
Nova Scotia:
Deafness Advocacy Association of Nova Scotia (DAANS)
Telephone: (902) 425 0240
TTY: (902) 425 0119
Email: daans@ns.sympatico.ca
Website:
Description: Promotes the rights and needs of an estimated 55,000 Nova Scotians who are Deaf, hard of hearing or late deafened.
Independent Living Resource Centre
Telephone: (902) 453-0004
Email: info@ilrc-halifax.ns.ca
Website: ilrc-halifax.ns.ca/main.htm
Nova Scotia Department of Education - Student Services
Telephone: (902) 424 7454
Website: ednet.ns.ca/educ/program/ssvcs
Description: Sets the direction and establishes the vision, goal and action plans for student services in the province, including programs and services to support students
with special needs
Nova Scotia League for Equal Opportunities
Telephone: 1 866 696 7536 (toll-free)
Email: nsleo@eastlink.ca
Website: leo
Description: Advocates for legislative changes with regards to many issues (e.g. accessible transportation, accessibility).
Reach Nova Scotia
Telephone: (902) 429 5878
Website:
Description: Dedicated to ensuring that quality legal and social representation is provided to persons living with disabilities
Nunavut:
Nunavit - Pamiqsaiji Association for Community Living
Telephone: (867) 645 2542
Email: pamiqacl@
Ontario:
Active Living Resource Centre for Ontarians with a Disability
Telephone: (519) 568 7083
Email: info@getactivenow.ca
Website: getactivenow.ca
Description: A one-stop source for facts on active living, practical resources, programs in your community and "how to" materials that enable individuals with disabilities, families and caregivers and professionals within the field to access information.
Adaptive Technology Resource Centre (ATRC)
Telephone: (416) 978 4360
Email: general.atrc@utoronto.ca
Website: utoronto.ca/atrc
Description: Promotes access to information and technology by people with disabilities through service, education, research and development
ARCH Disability Law Centre
Telephone: 1 866 482 2724 (toll-free)
TTY: 1 866 482 2728 (toll-free)
Email: archlib@lao.on.ca
Website: archdisabilitylaw.ca
Description: ARCH is a specialty legal aid clinic dedicated to defending and advancing the equality-rights of persons with disabilities.
Association of Differently Abled Persons Together (ADAPT)
Telephone: 1 866 291 3926 (toll-free)
Email: adapt@on.
Description: Works to improve the quality of life for differently abled individuals through counselling, transportation, advocacy and social activities.
Blind of Ontario Organized with Self-Help Tactics (BOOST)
Telephone: (905) 732 9746
E-mail: boost@
29 Eastwood Dr
Welland, ON L3C 6W3
Description: A provincially incorporated, non-profit, membership group consisting of primarily blind and visually-impaired people and other interested individuals. Members are united by their common desire to achieve the socio-economic integration of blind people and are involved in various groups and committees that advocate on their behalf.
Ethno Racial People with Disability Coalition of Ontario (ERDCO)
Telephone: 1 888 988 3999 (toll-free)
Email: erdco_ca@yahoo.ca
Website: ryerson.ca/erdco
Description: Committed to promoting respect for ethno racial people with disabilities of all ages, culture, gender, language and religion.
Ontarians with Disabilities Act Committee
Telephone: (416) 480 7012
Email: oda@
Website:
Description: A voluntary coalition of individuals and community organizations who have united to secure the passage in Ontario of a new law that would achieve a barrier-free society.
Whatsoever Community Outreach
Telephone: (416) 922 1889
Email: bkuemin@
Website:
Description: A community self-help group committed to the support of people with disabilities
W. Ross Macdonald Resource Services Library
Telephone: (519) 759 2522
Description: Provides textbooks in alternate format to students with print disabilities registered in elementary/secondary school courses or colleges, universities & approved private vocational schools.
Prince Edward Island:
Prince Edward Island Council of the Disabled
Telephone: (902) 892 9149
Email: peicod@peicod.pe.ca
Website: peicod.pe.ca
Description: Promotes the full participation and inclusion of people with disabilities in all aspects of Island life, and provides employment and career counselling.
PEI Department of Education - Special Education
Telephone: (902) 368 4717
Email: wamacinnis@gov.pe.ca
Description: A division for the education of students - programs and services
Quebec:
Confédération des Organismes de Personnes Handicapées du Québec (COPHAN)
Telephone: (514) 284 0155
Email: cophan@qc.
Website:
Description: Advocates for the rights of people with disabilities in Québec.
Multi-Ethnic Association for the Integration of Persons with Disabilities
Telephone: (514) 272 0680
Email: ameiph@
Website:
Description: Promotes social integration of persons with a disability from different ethnocultural backgrounds.
Quebec Association of Post-Secondary Disabled Students (AQEIPS)
Telephone: (514) 499 9451
Email: aqeips@qc.
Website: aqeips.qc.ca
Description: Promotes the rights and interests of post-secondary students with disabilities and their integration into public and private post-secondary institutions
Saskatchewan:
Saskatchewan Abilities Council - Regina
Telephone: (306) 569 9048
Email: regina@abilitiescouncil.sk.ca
Website: abilitiescouncil.sk.ca
Description: Provides and assists with optimal independence and active participation in all aspects of society for people with disabilities.
Saskatchewan First Nations Network on Disabilities
Telephone: 1 800 315 1215 (toll-free)
Description: Creates awareness of the basic needs of First Nations people with disabilities and recognizes their full potential as contributing citizens in our society.
Saskatchewan Voice of People with Disabilities
Telephone: 1 877 569 3111 (toll-free)
TTY: 1 877 569 3111 (toll-free)
Email: voice@
Website:
Description: Promotes awareness of the unique needs of people with disabilities and works to develop a stable environment with opportunities to participate in work, leisure and recreation.
Special Interest Co-Op
Telephone: (306) 949 9194
Description: Makes financial loans to people with disabilities to assist them in starting up a new business
Yukon Territory:
Yukon Council on Disability
Telephone: (867) 668 6703
Email: yukoncod@
Website: ycod.yk.ca
Description: Acts as a voice for the Yukon community of people with disabilities on issues of equity, community awareness and government policy, and fosters opportunities for Yukoners with disabilities.
Yukon Department of Education - Special Programs
Telephone: (867) 667-5986
Description: Provides assessment and program support to school-age children with special needs
4.6 Government Agencies and Resources: National
Canadian Human Rights Commission
Telephone: 1 888 214 1090
Email: @chrc-ccdp.ca
Website: chrc-ccdp.ca/default-en.asp
Act Website:
Full Act for printing:
Canadian Human Rights Tribunal
Telephone: (613) 995 1707
Email: registrar@chrt-tcdp.gc.ca
Website: chrt-tcdp.gc.ca/index_e.asp
Canadian Pension Plan Disability Benefits
Telephone: 1 800 277 9914
TTY: 1 800 255 4786
Website: sdc.gc.ca/en/isp/cpp/disaben.shtml
CPP Benefits Information Web-site: sdc.gc.ca/en/gateways/topics/cdp-gxr.shtml
Canadian Transportation Agency - Accessible Transportation Directorate
Telephone: 1 888 222 2592 (toll-free)
TTY: 1 800 669 5575
Email: ment@cta-otc.gc.ca
Website: cta-otc.gc.ca
Description: Acts to achieve accessible transportation, offering help to both the transportation industry and travellers with disabilities
Office for Disability Issues (ODI), Government of Canada
Telephone: 1 800 622 6232 (toll-free)
TTY: 1 800 465 7735 (toll-free)
Website: sdc.gc.ca/en/gateways/nav/top_nav/program/odi.shtml
Description: The lead agency within the Government of Canada for disability issues. Its mandate is to advance the Government of Canada’s Disability agenda in collaboration with partners. The goal is to remove barriers and to improve the social and economic inclusion of Canadians with disabilities by improving knowledge and understanding of disability issues; improving policy and program coherence; encouraging innovation through pilots/demonstrations of access and inclusion; and broadening partnerships and engagement.
Office of the Information Commissioner of Canada
Telephone: 1 800 267 0441 (toll-free)
Email: general@infocom.gc.ca
Website:com.gc.ca
Description: The Information Commissioner investigates complaints from people who believe they have been denied rights under the Access to Information Act — Canada's freedom of information legislation.
Office of the Privacy Commissioner of Canada
Telephone: 1 800 282 1376 (toll-free)
TTY: (613) 992 9190
Website: privcom.gc.ca
Description: The Commissioner is an advocate for the privacy rights of Canadians. This includes investigating complaints and conducting audits under two federal laws, publishing information about personal information-handling practices in the public and private sector; conducting research into privacy issues; and promoting awareness and understanding of privacy issues by the Canadian public.
People with Disabilities Online, Government of Canada
Website: pwd-online.ca/en/home.jsp
Description: The Government of Canada’s “hub” for disability-related information at the federal level. From this site, you can access all government information on policy, programs and information.
4.7 Government Agencies and Resources: Provincial
Alberta:
Alberta Human Rights and Citizenship Commission
Telephone: Northern Regional Office (780) 427-7661
Southern Regional Office (403) 297-6571
Email: humanrights@gov.ab.ca
Website: albertahumanrights.ab.ca
Description: In Alberta, the Human Rights, Citizenship and Multiculturalism Act protects Albertans from discrimination. The Act establishes the Alberta Human Rights and Citizenship Commission to carry out functions under the Act. The Commission is an independent agency of the Government of Alberta, reporting through the Ministry of Community Development.
Alberta Ombudsman
Telephone: Edmonton (780) 427 2756; Calgary (403) 297-6185; from elsewhere, dial toll-free
310 0000 and then dial either office.
Email: om.buds@ombudsman.ab.ca
Website: ombudsman.ab.ca
Description: Determines administrative fairness, and responds to complaints of unfair treatment by provincial government employees and professional organizations.
Alberta Premier's Council on the Status of Persons with Disabilities
Telephone: 1 800 272 8841 (toll-free)
TTY: (780) 422 1095
Email: pheona.churn@gov.ab.ca
Website: premierscouncil.ab.ca
Description: Advises the provincial government on policy affecting the lives of Albertans with disabilities.
Alberta Transportation - Advisory Committee on Barrier-Free Transportation
Telephone: (780) 427 9781
Email: sara.wong@gov.ab.ca
Website: .ab.ca
Description: Works to improve transportation accessibility for persons with disabilities. Initiatives come from stakeholders, and government plays a facilitative role through the advisory committee.
Assured Income for the Severely Handicapped (AISH)
Telephone: 1 800 642 3853 (toll-free)
TDD/TTY: 1 800 232 7215 (toll-free)
Website: .ab.ca/aish/
Description: Financial and health benefits for adult Albertans with a permanent disability that severely impairs their ability to earn a living.
Office of the Privacy Commissioner
Telephone: 1 888 878 4044 (toll-free)
Email: generalinfo@oipc.ab.ca
Website: oipc.ab.ca
Description: Monitors and enforces provincial Freedom of Information and Protection of Privacy (FOIP) Act, the Health Information Act (HIA), and the Personal Information Protection Act (PIPA).
British Columbia:
B.C. Human Rights Tribunal
Telephone: 1 888 440 8844 (toll-free)
TTY: (604) 775 2021
Email: BCHumanRightsTribunal@.bc.ca
Website: bchrt.bc.ca
Description: Responsible for accepting, screening, mediating and adjudicating human rights complaints.
B.C. Office for Disability Issues
Telephone: (250) 387 3114
Email: Frank.Jonasen@.bc.ca
Description: The BC Office for Disability Issues reviews and develops government policy and legislation pertaining to Persons with Disabilities.
Ministry of Income and Employment Assistance
Telephone: 1 866 866 0800
Website: .bc.ca
Website for persons with disabilities: .bc.ca/pwd.htm
Website on disability assistance rates and other assistance: .bc.ca/mhr/rates.htm
Description: Provides financial assistance and other support to persons with disabilities and others unable to work, or who are in need.
Office of the Freedom of Information and Privacy Commissioner
Telephone: (250) 387 5629 (for toll free, call 1 800 663 7867 and ask to be transferred to
this number)
Email: info@oipc.bc.ca
Website: oipc.bc.ca
Description: Monitors and enforces B.C.’s Freedom of Information and Protection of Privacy Act and Personal Information Act.
Ombudsman
Telephone: 1 800 567 3247 (toll-free)
Website: ombudsman.bc.ca
Description: Takes complaints about a wide range of public organizations in BC, and may investigate to find out whether an organization is being fair to the people it serves.
Manitoba:
Disabilities Issues Office – Government of Manitoba
Telephone: (204) 945 7613
Email: dio@gov.mb.ca
Website: .mb.ca/dio/english/index.html
Description: Acts as a centerpiece for coordinating policy and programs for persons with disabilities.
Manitoba Human Rights Commission
Telephone: 1 888 884 8681 (toll free)
Email: hrc@gov.mb.ca
Website: .mb.ca/hrc/
Description: Carries out the provisions of the Human Rights Code. Investigates complaints of discrimination, attempts to settle complaints, issues advisory opinions and carries out educational activities.
Ombudsman Manitoba
Telephone: 1 800 665 0531 (toll-free, Winnipeg office); 1 888 543 8230 (toll-free Brandon
office)
Website: ombudsman.mb.ca
Description: While the primary activity of the Office centres on complaint investigations and the resolution of disputes, the Ombudsman also conducts systemic reviews relating to principles of administrative fairness -- that is, relating to the fair and equitable application of laws, policies, procedures, and practices of governing bodies. We are responsible for investigating complaints and reviewing compliance with access to information and protection of privacy rights under The Freedom of Information and Protection of Privacy Act (FIPPA) and The Personal Health Information Act (PHIA).
New Brunswick:
New Brunswick Human Rights Commission
Telephone: (506) 453 2301
Email: hrc.cdp@gnb.ca
Website: gnb.ca/hrc-cdp/e/index.htm
Description: Forwards the principles of equality found in the Human Rights Act by promoting an understanding, acceptance and compliance with the Act.
Office of the Ombudsman
Telephone: 1 888 465 1100 (toll-free)
Email: nbombud@gnb.ca
Website: gnb.ca/0073
Description: Ensures that all New Brunswick citizens are treated with administrative fairness by government and its agencies.
Premier’s Council on the Status of Disabled Persons
Telephone: 1 800 442 4412 (toll-free)
Email: pcsdp@gnb.ca
Website: gnb.ca/0048
Description: Advises government and the public on disability issues, provides info on available services and programs, promotes access to public services, advocates on behalf of people with disabilities.
Newfoundland:
Access to Information and Protection of Privacy Office
Telephone: (709) 729-7939
Email: monicafuijkschot@gov.nl.ca
Website: .nl.ca/just/civil/atipp
Description: A key purpose of ATIPP is to protect the privacy of individuals whose personal information is held by public bodies, which includes monitoring public bodies’ administration of ATIPP by collecting and maintaining statistics on the number of requests received, the observance of time limits, fees collected, application of exceptions to access, etc.
Human Rights Commission – Newfoundland and Labrador
Telephone: 1 800 563 5808
Email: humanrights@.nl.ca
Website: .nl.ca/hrc/
Description: The Commission is mandated to promote an understanding of and acceptance of and compliance with the provisions of the Human Rights Act.
Office of the Information and Privacy Commissioner for Newfoundland and Labrador
Telephone: 1 877 729 6309 (toll-free)
Email: oipc@gov.nl.ca
Website: .nl.ca
Description: The Office is responsible for protecting and upholding access to information and protection of privacy rights under the Access to Information and Protection of Privacy Act (ATIPPA). The Office will investigate and mediate complaints, as well as make recommendations to government departments and agencies, boards and municipalities.
Citizen’s Representative (Ombudsman)
Telephone: 1 800 559 0079 (toll-free)
Email: citrep@gov.nl.ca
Website: .nl.ca/hoa/links/Citrep/citizen.html
Description: To act as an investigating body, ensuring decisions, acts or omissions by the Government of Newfoundland and Labrador are investigated in an analytical, impartial and timely manner for the citizens of Newfoundland and Labrador, when all other avenues of administrative appeal have been exhausted.
Northwest Territories:
Department of Justice - Access to Information and Protection of Privacy Act
Telephone: (867) 920 6418
Website: .nt.ca/ATIPP/atipp.htm
Description: The Access to Information and Protection of Privacy Act gives individuals a legal right to request access to information held by Northwest Territories public bodies. Information may only be withheld if it falls under one of the limited and specific exceptions set out in the Act. The Act also provides for the correction and protection of personal information collected used and disclosed by public bodies. It gives the individual to whom the information relates to, the right to access and correct this information. It also sets the conditions for when a public body may collect, use and disclose personal information.
Income Security Programs
Telephone: 1 800 661 0763 (toll-free)
Website: .nt.ca/Divisions/Income_support/indexIncome.htm
Description: Financial assistance for persons with disabilities.
Information and Privacy Commissioner
Telephone: (867) 669 0976
Nova Scotia:
Nova Scotia Disabled Persons Commission
Telephone: 1 800 565 8280 (toll-free)
TTY: (902) 424 2667
Website: .ns.ca/disa
Description: Advises the provincial government and the general public on the needs of persons with disabilities.
Nova Scotia Freedom of Information and Protection of Privacy Review Office
Telephone: 1 866 243 1564 (toll-free)
Email: FOIPOPRO@gov.ns.ca
Website: .ns.ca/foiro/
Description: The Review Officer is an independent ombudsman appointed by the Governor in Council for a term of five to seven years. The Review Officer will accept appeals, known as Requests for Review, from applicants or third parties who are not satisfied with the response they received from a public body as a result of an application pursuant to the legislation.
Nova Scotia Human Rights Commission
Telephone: 1 877 269 7699 (toll-free)
Website: .ns.ca/humanrights/
Description: Investigates complaints of discrimination, provides information and education, promotes positive race relations and affirmative action, and links with community groups to build a better Nova Scotia.
Nova Scotia Office of the Ombudsman
Telephone: 1 800 670 1111
Email: ombudsman@gov.ns.ca
Website: .ns.ca/ombu
Description: The focus of the office is to resolve complaints about provincial and municipal government services.
Nunavut:
Information and Privacy Commissioner of Nunavut
Telephone: (867) 669 0976
Website: .nu.ca/Nunavut/atip
Description: The Access to Information and Protection of Privacy Act (ATIPP) provides individuals with a right of access to records held by public bodies and specifies limited exceptions to that right of access. The Act prevents unauthorized collection, use or disclosure of personal information. The ATIPP Act also gives individuals the right to access the personal information public bodies have about them and to request corrections to that information.
Nunavut Income Support
Telephone: 1 800 661 0845 (toll-free)
Website: .nu.ca/education/eng/is/programs.htm
Description: Financial assistance for persons with disabilities and other individuals unable to work and in need.
Ontario:
Accessibility Directorate of Ontario
Telephone: 1 888 520 5828 (toll-free)
Email: accessibility@.on.ca
Website: .on.ca/accessibility/index.html
Description: Promotes provincial strategies and develops policies to improve access for persons with disabilities, develops and delivers partnership and grant programs to promote access, and provides information services via the website.
Information and Privacy Commissioner
Telephone: 1 800 387 0073 (toll-free)
Email: info@ipc.on.ca
Website: ipc.on.ca
Description: The Information and Privacy Commissioner is responsible for resolving appeals from refusals to provide access to information, investigating privacy complaints about information held by government organizations and ensuring that the government organizations comply with the access and privacy provisions of the Acts.
Ombudsman Ontario
Telephone: 1 800 263 1830 (toll-free)
Email: info@ombudsman.on.ca
Website: ombudsman.on.ca
Description: The Ombudsman’s job is to ensure the accountability of government through effective oversight of the administration of government services in the province.
Ontario Human Rights Commission
Telephone: 1 800 387 9080 (toll-free)
Email: info@ohrc.on.ca
Website: ohrc.on.ca
Description: Investigates and conciliates complaints filed under the Ontario Human Rights Code.
Prince Edward Island:
Access and Privacy Services Office
Telephone: (902) 569 0568
Website: .pe.ca/foipp/
PEI Disability Support Program
Telephone: (902) 368 5996
Description: A social program that provides financial help to qualifying Islanders with a disability.
PEI Human Rights Commission
Telephone: 1 800 237 5031 (toll-free)
Website: .pe.ca/humanrights
Description: The PEI Human Rights Act prohibits discrimination against anyone on the basis of disability, with respect to accommodation, services and facilities to which the public has access.
Quebec:
Commission d'accès à l'information du Québec
Telephone: 1 888 528 7741 (toll-free)
Email: munications@cai.gouv.qc.ca
Website: cai.gouv.qc.ca
Description: The Commission d'accès à l'information (CAI) is responsible for administering the Act respecting access to documents held by public bodies and the protection of personal information. The Act applies to government departments and agencies, municipalities and agencies under municipal control, educational institutions and health and social service network institutions. The CAI is also responsible for the application of the Act respecting the protection of personal information in the private sector.
Commission des droits de la personne et des droits de la jeunnesse (Human Rights Commission)
Telephone: 1 800 361 6477
Email: communications@cdpdj.qc.ca
Website: cdpdj.qc.ca
Description: The Commission shall promote and uphold, by any appropriate measures, the principles enunciated in the Charter Human Rights and Freedoms. The Commission also ensures, by any appropriate measures, the promotion and the protection of the rights of children recognized by the Youth Protection Act and the Youth Criminal Justice Act.
Le Protecteur du Citoyen (Ombudsman of Quebec)
Telephone: 1 800 463 5070 (toll-free)
Email: protecteur@protecteurducitoyen.qc.ca
Website: protecteurducitoyen.qc.ca/en/index.asp
Description: Le Protecteur du citoyen is responsible for protecting citizens’ rights by intervening with departments and agencies of the Government of Québec, including those in the health and social services network, to correct any prejudicial situations affecting citizens individually or as a group. When necessary, it makes recommendations to the department, agency, or health and social service institution to correct errors, negligence, abuse, or unfair treatment. Under this mandate, Le Protecteur du citoyen attaches particular importance to the basic human rights accorded citizens, not only under charters of rights, but also the Public Service Act, the Act respecting Administrative Justice, the Act respecting Health Services and Social Services, and the Act respecting the Health and Social Services Ombudsman.
Office des Personnes Handicapées du Québec
Telephone: 1 800 567 1465 (toll-free)
TTY: 1 800 567 1477 (toll-free)
Email: info@ophq.gouv.qc.ca
Website: ophq.gouv.qc.ca
Description: Promotes social integration and participation of all persons with disabilities.
Saskatchewan:
Office of the Saskatchewan Information and Privacy Officer
Telephone: 1 877 748 2298 (toll-free)
Email: webmaster@oipc.sk.ca
Website: oipc.sk.ca
Description: The OIPC ensures that public bodies respect the privacy and access rights of the people of Saskatchewan by: informing members of the public of their information rights, mediating access and privacy disputes between individuals and public bodies, making recommendations on appeals from access to information decisions by public bodies, investigating and resolving privacy complaints, issuing recommendations on public bodies’ policies and practices, and commenting on proposed laws and policies
Ombudsman Saskatchewan
Telephone: 1 800 667 7180 (Regina); 1 800 667 9787 (Saskatoon)
Email: ombreg@ombudsman.sk.ca (Regina); ombsktn@ombudsman.sk.ca (Saskatoon)
Website: legassembly.sk.ca/officers/ombuds.htm
Description: The Ombudsman is an Officer of the Legislative Assembly of Saskatchewan with the authority to investigate complaints received from members of the public who believe the government administration has dealt with them unfairly. Government administration includes any department, branch, board, agency or commission, responsible to the Crown, and any public servant in Saskatchewan.
Saskatchewan Human Rights Commission
Telephone: 1 800 667 8577 (toll-free)
TTY: (306) 373 2119
Email: shrc@.sk.ca
Website: .sk.ca/shrc
Description: Investigates complaints of discrimination, and promotes and approves employment equity and education equity programs.
Saskatchewan Labour Disabilities Directorate
Telephone: (306) 787 5101
Description: Coordinates Government of Saskatchewan programs and services for persons with disabilities.
Saskatchewan Office of Disability Issues
Telephone: 1 877 915 7468 (toll-free)
Email: odi@.sk.ca
Website: .sk.ca/odi
Description: Serves as a focal point for provincial government initiatives on disability policy issues.
Yukon Territory:
Office of the Yukon Ombudsman and Information and Privacy Commissioner
Telephone: 1 800 661 0408 (ext. 8468)
Website: ombudsman.yk.ca
Description: The Yukon Ombudsman is an independent investigator whose job it is to review administrative actions of the Yukon Government. The Yukon Information and Privacy Commissioner reviews, upon written request, decisions made by public bodies under the Access to Information and Protection of Privacy Act.
Yukon Human Rights Commission
Telephone: (867) 667 6226
Email: humanrights@yhrc.yk.ca
Website: yhrc.yk.ca
Description: Administers the Yukon Human Rights Act and provides public education.
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