Annex: Understanding disabilities

What this annex covers

This annex is a practical guide for organizations that want to hold inclusive consultations and follow the Accessible Canada Regulations (ACR). It offers clear, plain-language advice to help you understand different types of disabilities. It is based on the social model of disability, which focuses on removing barriers in society such as physical, communication, and attitudinal barriers in buildings, workplaces, and public spaces. This helps ensure that people with disabilities can fully participate and that their voices are heard during consultations.

What this annex does not cover

• Not about benefits : It does not explain eligibility for government programs, including disability benefits
• Not a legal or regulatory standard: This annex does not establish legal obligations or regulatory requirements and should not be interpreted as such
• Not exhaustive: It is a starting point, not a full guide to all disabilities or accessibility tips

On this page

• Introduction
• Getting started with accessible consultations
• Seeing disabilities
• Hearing disabilities
• Mobility, flexibility, and dexterity disabilities
• Pain-related disabilities
• Learning disabilities
• Neurodevelopmental disabilities
• Developmental disabilities
• Mental health-related disabilities
• Memory disabilities

Introduction

Society's understanding of disability has evolved over time. Historically, it was seen as a medical problem to be treated or cured. The medical model of disability focuses on labelling and treating people's symptoms.

The Accessible Canada Act (ACA) uses the social model, which focuses on removing and preventing barriers that limit people's participation in society.

When planning consultations, focus on barriers, not medical conditions. If you are not sure about someone's needs, it's best to start a respectful and confidential conversation, when appropriate. These conversations should support the person's comfort and consent, and be guided by your duty to accommodate. You don't need to ask someone to disclose a disability, just privately invite them to share what adjustments might help them participate fully.

The Canadian Survey on Disability (CSD) is a national survey conducted by Statistics Canada that collects information about the lived experiences of Canadians aged 15 years and older who have a long-term condition or health-related problem. The 2022 CSD lists 10 types of disabilities:

• seeing
• hearing
• mobility
• flexibility
• dexterity
• pain-related
• learning
• developmental
• mental and/or psychological
• memory

This annex gives an overview of each type. It includes tips, best practices, and links to more resources.

Disclaimer

This annex includes links to Government of Canada and other resources. These links are for information only. Employment and Social Development Canada (ESDC) does not endorse non-government resources. Consult the Canada.ca terms and conditions for more details.

Remember: This annex is a starting point. It is not exhaustive. You should always be open to learning from people's lived experiences and feedback.

Getting started with accessible consultations

This section gives an overview of general accessibility tips that are applicable to all or many persons with disabilities and their needs.

Interacting with people

• Be respectful and flexible, and adapt to people's needs
• Do not make assumptions about someone's disability or needs
• A sunflower lanyard of badge may mean someone has a hidden disability
• Do not touch someone or their mobility aid (like a wheelchair or cane) without asking
• Ask before shaking hands
• Offer help, but wait for permission before acting:
  • ask "how can I help?" or "can I carry your bag?" rather than "do you need help?"
  • if someone appears disoriented or overwhelmed, you might say, "Would you like me to guide you to a quieter space?"
  • if someone is using a communication device, you could ask, "Would you prefer to type or speak?"
• If someone uses a wheelchair, consider sitting down to be at eye level when speaking

Communicating with people

Clear and respectful communication makes critical information accessible, focuses on understanding, choice of format, and non-judgmental engagement.

• Speak slowly so interpreters can follow
• Speak clearly and loudly, but do not shout
• Look at the person, not their interpreter
• Face the person when speaking, do not turn away
  • Some persons with hearing disabilities can lip read or may have low hearing. Turning your head can make it more difficult to follow the conversation
• If you don't understand someone, be patient and ask for clarifications
• You can hire sign language interpreters and intervenors (provide tactile sign language used by persons who are deafblind)
  • use ASL, LSQ, or Indigenous Sign languages
  • book them 4 to 8 weeks in advance
  • provide materials in advance
  • hire at least 2 interpreters per language so they can take breaks
• You can hire a Communication Access Realtime Translation (CART) provider for live captions during virtual events for participants with a hearing disability

Managing events

Planning with accessibility in mind helps everyone participate fully. Advance planning of at least 4 weeks notice allows time to arrange supports like interpreters or alternate formats.

• Ask participants how staff and presenters can support their needs
  • for example, by avoiding certain sights, sounds, or activities
  • be respectful; do not ask for unnecessary or personal details
  • respect privacy if someone shares personal information
• Ask everyone to avoid wearing perfumes or scented products to help people with chemical sensitivities
• Ask speakers to say their names when they begin speaking
• Encourage people to introduce themselves when they join a room, table, or discussion

Virtual events

Accessible events help everyone participate equally.

• Consider platforms that support screen readers, captioning, and sign language interpretation
• Share materials in advance and offer multiple ways to engage, like chat, audio, or video
• Hosts should:
  • use headphones with a built-in microphone
  • use plain backgrounds
  • disable the chat function
  • describe their appearance during introduction (for example, "My name is Alex. I am wearing black glasses, a blue dress shirt and have black hair")

Training

Inclusive training ensures all participants can engage, learn, and contribute meaningfully.

• Consider training organizer and staff to interact with people with different disabilities
• Consider training organizers and staff on sighted guide technique. This helps them assist people with seeing disabilities

Wayfinding and navigation

Clear and accessible directions help people move through spaces with confidence and independence.

• Let people tell you if they need assistance getting around
  • some people prefer spoken directions
  • others prefer being guided by putting their hand on someone's arm or shoulder
• Do not touch someone without their permission
• Considering giving directions in multiple ways
  • for example, signs, maps, spoken instructions, or videos
• Keep pathways clear of tables, chairs, and other obstacles
• Try to make pathways wide enough for people using guide or service dogs, and people using mobility aids like walkers and wheelchairs

Support persons, attendants, or companions

• Some participants may bring a support worker, attendant, intervener, or companion
• Consider having enough space at tables, seating areas, and breakout room for them
• Speak directly to the participant, not their support person, unless asked otherwise
• Consider having a designated and private space for medical and personal care
• Try to ensure washrooms are large enough for support persons to assist
  • if possible, consider washrooms with adult-sized changing tables

Guide and service dogs

• Do not interact with guide or service dogs unless the handler asks you to
  • avoid eye contact
  • do not talk to, pet, or feed them
• Be ready to give directions to dog relief areas and water sources. You can ask participants with service animals about their needs in advance and provide guidance on onsite relief areas or nearby green spaces
• Consider having space at tables for dogs to sit or lie comfortably next to their handlers
• Try to seat handlers away from high-traffic areas or loud speakers

Materials, documents, and information

• Colours:
  • use high contrasts (example: black text on a white background)
  • do not rely only on colours to highlight or emphasize information (example: highlighting an important detail in red)
• Fonts:
  • use fonts that do not have serifs, such as Arial or Calibri
    • serifs have decorative features that can be hard to read
• Images and tables:
  • add alt-text or captions to all images, tables to describe their content and significance
  • ask presenters to describe visual content during presentations
• Submissions:
  • offer flexibility with deadlines for comments, surveys, or other input
  • consider providing different ways to participate, such as:
    • a recorded voice message instead of a written survey
    • a written response instead of speaking in a group
• offer help or extra time to complete forms, understand instructions, or make decisions
• Alternate formats:
  • when sending an invitation for an event, ask participants what formats they need
  • when sharing materials by email or mail, try to ensure documents are available in requested formats when sent (formats like large print, braille, and audio)
  • allow extra time to prepare these formats as they should be sent before the events or at the event, not after
• Screen readers and assistive devices:
  • to do this, you can create documents using HTML or Microsoft Office style guide tags
  • avoid providing materials only in PDF format because it is a very inaccessible format
  • try to ensure materials work with screen readers and other assistive devices

Additional resources

• Government of Canada
  • Guide to planning inclusive meetings (ESDC)
  • Making communications accessible in the Government of Canada (Treasury Board Secretariat)
  • Accessible communication during COVID-19 and other emergencies: a guideline for persons with disabilities (Accessibility Standards Canada)
  • CART services and sign language interpreters (IT Accessibility Office)
  • Designing accessible images (IT Accessibility Office)
  • A way with words and images: suggestions for the portrayal of people with disabilities (ESDC)
  • Best practices for interacting with persons with disabilities: a guide (Canadian Transportation Agency [CTA])
  • Traveling with a support person (CTA)
  • Traveling with service dogs (CTA)
  • Environmental sensitivities - How to determine and implement assessment accommodations (Public Service Commission)
• External
  • Checklist for accessible events (University of British Columbia Equity and Inclusion Office)
  • How to make your virtual meetings and events accessible to the disability community (Rooted in Rights; US)

Seeing disabilities

In 2022, 7.4% of Canadians (or almost 2.2 million individuals) aged 15 years and over had a seeing disability.

Common types of seeing disabilities include:

• blindness
  • ranges from low vision to total blindness
  • many people who are blind have some vision
• low vision or partially sighted
  • people with a visual impairment but who have some degree of vision
  • they may be able to read print with help from magnifiers, large print, or other adaptive technology
• deaf blindness
  • a combination of hearing and vision loss
• other vision disabilities
  • difficulty adjusting to changes in light
  • limited vision in one or both eyes, which affects depth perception or focus
  • colour-blindness, which affects how colours are seen

Here are some things to consider for your accessible consultations:

• in-person
  • offer directions in multiple ways, not just printed signs or maps
    • for example images, maps, a physical person on site, braille, digital maps
  • consider using guidance beacons
    • these devices connect to smartphones and provide spoken direction and environmental details like distances, or nearby features
• virtual
  • use clear sans-serif fonts like Arial or Calibri as screen readers cannot read these fonts
  • offer audio versions of web pages and documents
  • limit the use of images, tables, or other visual representations of information
  • add alt-text or captions to all visuals
  • use strong colour contrast, like black text on a white background
  • adjust deadlines to allow time for accessible formats
  • make virtual platforms more accessible and welcoming to persons with seeing, hearing, or mobility disabilities. Presenters can:
    • use headphones with a built-in microphone
    • use plain background
    • describe their appearance during introductions (my name is Alex, I am wearing black glasses, a blue dress shirt, and have black hair).
    • describe what's on screen
    • disable the chat function as written discussions may not be accessible to everyone

Additional resources

• Government of Canada
  • Federal Identity Program Manual: Tactile Signage (Treasury Board Secretariat)
• External
  • What is blindness? (The Canadian National Institute for the Blind Foundation [CNIB])
  • Clearing our path: creating accessible environments for people with vision disabilities (CNIB)
  • Learn about braille (Braille Literacy Canada)

Hearing disabilities

In 2022, 5.6% of Canadians aged 15 years and over (or over 1.6 million people) had a hearing disability.

These disabilities affect how well a person hears, or whether they hear at all. Some people may have trouble hearing in noisy environment or when multiple people are speaking.

Common types of hearing disabilities:

• deafness
  • people who are deaf usually have little or no hearing
  • "Deaf" with a capital "D" recognizes people who identify with Deaf cultures, languages, histories, and values
    • many persons who are Deaf use sign language as their first language
    • in Canada, the most common sign languages are American Sign Language (ASL) and la langue des signes québécoise (LSQ)
    • some Indigenous People use Plains Sign Language (PSL), Inuit Sign Language (IUR), or other Indigenous sign languages
• deafened
  • people who lost their hearing after learning to speak
• hard of hearing
  • people with hearing loss ranging from mild to severe
• oral deaf
  • people who are deaf and communicate using a mix of speech, hearing, and lip-reading

Some things to consider as you plan your accessible consultations:

• in-person
  • consider hiring sign language interpreters (ASL, LSQ, or others as needed by participants)
    • review the getting started with accessible consultations section on interpreters for more information
  • provide closed captioning for videos and slide shows
  • share important information in more than one way, not just by speaking
  • try to ensure good lighting so people can lip-read or see interpreters clearly
  • consider offering participants assistive listening devices, such as:
    • personal microphones
    • FM systems that connect to hearing aids or headsets
  • consider planning for interpreters in breakout sessions; each group may need its own interpreter
  • reduce distractions, such as:
    • background noise like music or equipment sounds
      • a barrier to participants who have difficulty hearing or concentrating
    • animated displays, flashing or dimming lights, or bright windows behind speakers
      • barriers to participants who need to focus on interpreters, captions, or speakers' lips
• virtual
  • consider hiring sign language interpreters
    • test your video platform in advance to make sure interpreters can join and be visible
    • pin or spotlight interpreters' video windows for participants
  • provide closed captioning for videos and slide shows
  • keep cameras focused on the speaker's face to support lip reading
  • check your platform's accessibility features
    • some platforms don't allow documents on screen while you "pin" an interpreter's screen
    • send accessible files in advance so participants can follow on their own screens
    • consider using CART (Communication Access Real-time Translation) services for accurate live captions. Avoid relying on automatic captions, they may not be accurate.
  • have a moderator read aloud questions or comments from the chat
    • this can help interpreters sign them clearly for everyone

Additional resources

• Government of Canada
  • CART services and sign language interpreters (IT Accessibility Office)
  • Learning about ASL, LSQ, and Indigenous sign languages (Translation Bureau)
  • Video Relay Service (VRS) (Canadian Radio-television and Telecommunications Commission [CRTC])
• External
  • Hearing disability terminology (Canadian Association of the Deaf)
  • Western Canadian Centre for Deaf Studies resources and toolkits (University of Alberta)
  • What is deaf culture? (Canadian Cultural Society of the Deaf)

Mobility, flexibility, and dexterity disabilities

Many people with these disabilities face different barriers, but they often benefit from the same accessibility features. For example, an automatic door helps people who:

• use wheelchairs, walkers, or other mobility aids
• have limited arm movement
• can't grip or turn a doorknob
• are accompanied by a guide or service dog

Always ask each person about their needs and preferences.

Disability Statistics in Canada

In 2022, 10.6% of Canadians aged 15 years and over (or more than 3.1 million individuals) had a mobility disability Affects walking, standing, or using stairs.

• Some people use canes, crutches, wheelchairs, or scooters

In 2022, 10.9% of Canadians (or 3.2 million individuals) aged 15 years and over had a flexibility disability.

• Affects bending, reaching, or standing for long periods

Nearly 1.3 million people in Canada have a dexterity disability.

• Affects using fingers, wrists, or hands
• Can make it hard to use pens, keyboards, doorknobs, or buttons
• May also affect sensitivity to temperature or texture

Remember that many mobility, flexibility, or dexterity disabilities are invisible or hidden. Some people use braces or supports that aren't visible. Others may not use assistive devices or mobility aids at all. In some cases, a person's ability to move may depend on how long they need to stand or how far they need to walk.

Some common types of mobility, flexibility, and dexterity disabilities include:

• amputations and limb differences
  • people may be born without limbs or have them removed
  • some use prosthetics (artificial limbs) or assistive devices
• cerebral palsy
  • affects movement, balance, and posture
  • can cause stiff muscles, involuntary movements, and poor coordination
  • symptoms can range from mild to severe
• multiple sclerosis (MS)
  • affects a person's central nervous system (brain and spinal cord)
  • often causes muscle weakness and balance issues
• Parkinson's disease
  • affects movement, speech, and coordination
  • may cause shaking, stiffness, and rigid muscles
• spinal cord injuries
  • can affect movement, strength, and sensation

When planning your accessible consultations, you should consider the following:

• in-person consultations
  • check the venue's accessibility:
    • is it close to public transport or paratransit
    • are there accessible parking spots near the entrance
    • are there curb cuts on sidewalks leading to the event entrance and ramps leading to external doors
    • are there elevators with handrails and seating in waiting areas nearby
    • are external and internal doors motion-activated or have electronic push-plates
    • if not, do non-automatic doors have lever handles instead of round knobs?
      • round doorknobs can be difficult for some people to turn
    • are external and internal doors are at least one metre wide
      • this accommodates people who use mobility aids such as wheelchairs and walkers, and people with different gaits
    • are hallways clear and equipped corner mirrors to prevent collisions
    • are restrooms accessible, with:
      • motion-activated sinks and soap dispensers
      • stalls large enough for wheelchairs
      • handrails in accessible stalls
  • arrange tables and meeting spaces
    • consider leaving wide pathways between tables
    • consider arrangements that allow participants with mobility aids to join without having to move chairs or feel crowded
    • offer the option to stand or sit
    • consider extra seats for support persons
    • consider having rest areas along long paths or stair landings
  • avoid physical tasks that may be difficult, such:
    • moving around the room
    • standing and sitting repeatedly
    • walking or standing for more than a few minutes at a time
    • raising or lowering hands
  • plan your schedule with accessibility in mind
    • include 15 to 30 minute breaks
    • allow up to 90 minutes for lunch, providing enough time to eat, rest, or use the restroom
    • avoid early morning or late evening events as people may experience difficulties with sleep, energy, or mood
    • consider serving meals or snacks at tables instead of buffets
    • avoid venues that require long walks or stairs without rest areas
• virtual, digital, or other types of consultations
  • give extra time to prepare and submit materials
  • consider platforms that allow participants to extend or cancel "time out" features (for example, webpages that log out after a period of inactivity)
  • give participants the option to speak instead of using the "raise hand" or chat features

Additional resources

• Government of Canada
  • Multiple Sclerosis (Public Health Agency of Canada [PHAC])
  • Parkinsonism in Canada, including Parkinson's disease (PHAC)
• External
  • What is cerebral palsy? (Cerebral Palsy Canada Network)
  • Living with amputation (The War Amputations of Canada [War Amps])
  • About multiple sclerosis (MS Society of Canada)
  • Understanding Parkinson's (Parkinson Canada)
  • About spinal cord injury (Spinal Cord Injury Canada)
  • Hidden mobility disability challenges (Hidden Mobility Disabilities Alliance, Canada)

Pain-related disabilities

In 2022, 16.7% of Canadians (or 4.9 million individuals) aged 15 years and over had a pain-related disability. This makes up nearly half of all people with disabilities in Canada.

Some people live with constant pain, while others experience episode pain, which is pain that comes and goes, sometimes without warning. Pain can make it hard to do everyday tasks. While some people manage their pain with medication or therapy, but not all pain is treatable or fully relieved.

Many pain-related disabilities are invisible. Common types include:

• arthritis
  • causes joint pain, swelling, and stiffness
  • often affects hips, knees, spines or fingers
  • symptoms can range from mild to severe
• dorsopathy (back pain)
  • affects the spine
  • can cause paint in the back or neck, and make it hard to move or rest
• sickle cell disease
  • a genetic blood disorder
  • can cause fatigue, pain, swelling, infections and organ damage
• traumatic injuries
  • caused by car accidents or falls
  • may result in long-term or permanent physical or psychological pain, a
• migraines
  • intense headaches that often include nausea, vomiting and light sensitivity

Here are some things to consider for your accessible consultations:

• in-person consultations
  • provide comfortable seating, and allow participants to sit or stand as needed
  • schedule regular breaks of at least 15 to 30 minutes
  • adjust lighting and seating arrangements to reduce discomfort
  • limit loud noises
  • avoid strong scents, such as perfumes or scented lotions
  • ask before shaking people's hands, as this may cause pain
  • support participants who need to manage pain during the event
    • ask about accessibility needs during registration
    • let participants know they can take breaks or skip activities
    • offer flexible ways to participate (for example, submit comments later)
    • consider training staff to offer respectful and empathetic support
  • consider providing a quiet, private room where participants can:
    • take medication
    • stretch or do other therapeutic movements
    • rest quietly
    • have a break from sounds, lights, and movement
• virtual, digital, or other types of consultations
  • give extra time to prepare and submit materials
  • use platforms that allow participants to extend or cancel "time out" features (for example, webpages that log out after a period of inactivity)
  • let participants speak instead of using the "raise hand" or chat features

Additional tips:

• don't make assumptions about someone's pain or how they manage it
  • pain may not be visible
  • trust what participants tell you about how they feel

Additional resources

• Government of Canada
  • Arthritis (PHAC)
  • Prevalence of migraine in the Canadian household population (Statistics Canada)
  • Chronic pain (PHAC)
• External
  • What is an acquired brain injury? (Brain Injury Canada)
  • Managing chronic pain (Arthritis Society, Canada)

Learning disabilities

In 2022, 5.6% of Canadians (more than 1.6 million individuals) aged 15 years and over had a learning disability. These disabilities can make it hard to learn, read, write, organize, or manage time. Most learning disabilities are invisible.

Common types of learning disabilities include:

• dyscalculia
  • affects understanding of numbers and math
• dyslexia
  • affects reading, spelling, and understanding written
• executive function disorders
  • affect planning, problem solving, and flexible thinking
  • may overlap with anxiety, depression, or memory-related conditions

Here are some things to consider for your accessible consultations:

• in-person consultations
  • reduce distractions:
    • auditory distractions like background noise, music, or equipment sounds
    • visual distractions like animated displays, flashing or dimming lights, or bright windows behind speakers
  • use simple, clear, and concise language
  • try to offer alternate formats like large print, high-contrast text, or audio versions
  • allow different ways to participate, such as:
    • speaking or writing comments
    • using a scribe or stenographer
    • typing answers to surveys, questionnaires, or other documents
  • consider providing a quiet, low-light space for participants who need a break
  • schedule regular breaks of at least 15 to 30 minutes throughout the event
  • reduce communication barriers by asking staff and presenters to:
    • speak at a steady pace
    • use short, clear sentences
    • avoid jargon or acronyms
• virtual, digital, or other types of consultations
  • try to organize web content clearly and consistently
  • avoid acronyms
  • make video conferences more welcoming
    • let participants keep their cameras off, if they prefer
    • don't draw attention to behaviours like:
      • looking away
      • fidgeting or using their hands
      • doing other tasks during the event
  • be flexible with written content and don't judge grammar, spelling, or formatting in comments or posts; these are not measures of intelligence
  • if web pages include tables or data, include a written explanation of what the numbers mean

Additional tips:

• remember that learning disabilities do not affect people's cognition or intelligence
• persons with learning disabilities may do things that seem unusual but are not disrespectful, such as:
  • looking away from the speaker
  • fidgeting, or moving around
  • speaking or leaving suddenly
  • arriving late or forgetting materials

Additional resources

• Government of Canada
  • Learning disabilities - How to determine and implement assessment accommodations (Public Service Commission)
• External
  • Dyslexia basics (Dyslexia Canada)
  • Learning disabilities basics (Learning Disabilities Association of Canada)

Neurodevelopmental disabilities

Neurodevelopmental disabilities affect how the brain and nervous system develop, often starting in childhood and continuing into adulthood.

They can impact:

• thinking and learning
• communication
• social interaction
• behavior and emotional regulation

People with neurodevelopmental disabilities may also have other co-occurring conditions, so it's important to understand their individual needs to provide effective support.

Common types of neurodevelopmental disabilities

• attention deficit / hyperactivity disorder (ADHD)
  • affects focus, behaviour, and organization
  • may cause difficulty with:
    • paying attention
    • controlling impulses
    • sitting still
    • following routines
  • may present differently in women, making it harder to recognize
  • types of ADHD include:
    • inattentive type (sometimes called ADD)
    • hyperactive / impulsive type
    • combined type
• autism spectrum disorder (ASD)
  • can affect how a person communicates, interacts, and learns
  • may involve sensory sensitivity (to sound, touch, smell), difficulty with change or transitions, and challenges with eye contract or emotional expression
  • Autism is a spectrum, meaning it includes a wide range of abilities and support needs
• dementia
  • affect memory, thinking, and behaviour
  • may cause difficulty speaking or recognizing people, emotional changes, and trouble navigating spaces
  • includes conditions like Alzheimer's disease

Here are some things to consider for your accessible consultations:

• in-person consultations
  • reduce distractions:
    • auditory distractions like background noise, music, or equipment sounds
    • visual distractions like animated displays, flashing or dimming lights, or bright windows behind speakers
  • use simple, clear, and concise language
  • try to offer alternate formats like large print, high-contrast text, or audio versions
  • allow different ways to participate, such as:
    • speaking or writing comments
    • using a scribe or stenographer
    • typing answers to surveys, questionnaires, or other documents
  • consider providing a quiet, low-light space for participants who need a break
  • schedule regular breaks of at least 15 to 30 minutes throughout the event
  • reduce communication barriers by asking staff and presenters to:
    • speak at a steady pace
    • use short, clear sentences
    • avoid jargon or acronyms

• virtual, digital, or other types of consultations
  • apply the same accessibility tips used for learning or developmental disabilities
  • organize web content clearly and consistently
  • make video calls more welcoming
    • allow participants to keep their cameras off, if they prefer
    • don't draw attention to behaviours like looking away, fidgeting, or doing other tasks during the session

Additional resources

• Government of Canada
  • Learning disabilities - How to determine and implement assessment accommodations (Public Service Commission)
  • Autism Spectrum Disorder (ASD) therapies and supports (PHAC)
• External
  • Meaningful engagement of people living with dementia (Alzheimer Society of Canada)
  • ADHD symptoms, impairments and accommodations in a work environment (PDF, 280 KB) (Centre for ADHD Awareness, Canada)
  • Dementia-friendly Canada resources (Alzheimer Society of Canada)
  • Towards a dementia inclusive society (World Health Organization)
  • About dementia (Alzheimer Society of Canada)

Developmental disabilities

In 2022, 1.5% of Canadians (or 456,630 individuals) aged 15 years and over had a developmental disability. These disabilities can affect a person's ability to communicate, understand language, learn, reason, or solve problems. Some developmental disabilities overlap with learning disabilities, and many are invisible or hidden.

Common types of developmental disabilities include:

• down syndrome
  • a genetic condition that can cause intellectual disability
  • may affect speech, motor skills, and learning
  • often linked to health issues like heart defects or digestive disorders
• fetal alcohol spectrum disorders (FASD)
  • caused by alcohol exposure before birth
  • can affect memory, learning, behavior, reasoning, and judgment
  • may cause growth and motor skills delays
• epilepsy
  • causes seizures or episodes of sensory disturbance
  • symptoms vary between individuals, depending on the types of seizures they have

Here are some things to consider for your accessible consultations:

• in-person consultations
  • reduce distractions
    • limit background noise, music, or equipment sounds
    • avoid animated displays, flashing or dimming lights, or bright windows behind speakers
  • support participants with companions
    • some people may attend with a support person, assistant, or intervener
    • try to ensure that rooms (including breakout rooms), tables, and seating areas have enough space to accommodate them
    • speak directly to the participant, unless they ask you to speak to their support person
  • reduce communication barriers:
    • speak at a steady pace
    • use clear, short sentences
    • avoid:
      • words with multiple meanings
      • sarcasm, irony, or figures of speech
      • jargon or acronyms
  • consider hiring a Communication Access Realtime Translation (CART) provider to offer real-time captions
  • schedule frequent breaks
• virtual, digital, or other types of consultations
  • ask during registration if participants need access for their assistants or companions
  • allow their assistants or companions to submit materials on their behalf
  • ensure moderators can identify and support participants and their companions

Additional resources

• Government of Canada
  • Fetal alcohol spectrum disorder (PHAC)
  • Epilepsy in Canada (PHAC)
  • Developmental disabilities in Canada (PHAC)
• External
  • About Down Syndrome (Canadian Down Syndrome Society)
  • Fetal Alcohol Spectrum Disorders (Centre for Addiction and Mental Health, Canada)
  • WHO information kit on epilepsy (World Health Organization)

Mental health-related disabilities

In 2022, 10.4% of Canadians (or nearly 3.1 million individuals) aged 15 and over had a mental health-related disability. These disabilities are sometimes called psychosocial disabilities.

Mental health disabilities affect how people feel, think, and respond to the world around them. They can affect mood, energy, concentration, and physical health. Many are invisible or hidden.

Common types of mental health-related disabilities include:

• anxiety disorders
  • includes panic disorder, generalized anxiety disorder, and obsessive-compulsive disorder (OCD)
  • may be chronic or episodic
  • can cause physical symptoms like shortness of breath or sensory overload
  • certain sights, sounds, or situations may trigger anxiety attacks
• bipolar disorder
  • causes extreme mood swings between emotional highs (mania) and lows (depression)
  • manic episodes may involve racing thoughts, high energy, and decreased desire for sleep
• depression
  • symptoms include intense sadness, feelings of hopelessness or worthlessness, loss of interest or pleasure in activities, sleep problems or fatigue, and difficulty concentrating
• post-traumatic stress disorder (PTSD)
  • can develop after a traumatic event
  • may cause nightmares, flashbacks, or avoidance behaviours
  • certain triggers like sights, sounds, or places may cause distress
• schizophrenia
  • affects how a person experiences and interprets reality
  • can cause symptoms such as:
    • hallucinations (hearing or seeing things that aren't there)
    • delusions (strong beliefs not based in reality)
    • disorganized thinking, behaviour or speech

Here are some things to consider for your accessible consultations:

• in-person consultations
  • privately ask participants how staff and presenters can support their needs
  • avoid sudden changes in sound or lighting, which could trigger anxiety
  • reduce distractions such as background noise, flashing or dimming lights, or bright windows behind speakers
  • consider providing a quiet, private room so that participants can:
    • take medication
    • stretch or move
    • sit quietly
    • take a break from sound, light, and movement
  • avoid early morning or late evening events, as some people may struggle with sleep, energy, or mood
• virtual, digital, or other types of consultations
  • apply the same accessibility tips used for learning or developmental disabilities
  • organize web content clearly and consistently
  • make video calls more welcoming
    • allow participants to keep their cameras off, if they prefer
    • don't draw attention to behaviours like looking away, fidgeting, or doing other tasks during the session

Additional resources

• Government of Canada
  • Mood and anxiety disorders in Canada (PHAC)
  • Mental illness (PHAC)
  • Schizophrenia (PHAC)
• External
  • Mental health first aid (Mental Health Commission of Canada)
  • Depression (Centre for Addiction and Mental Health, Canada)
  • Anxiety disorders (CAMH)
  • Bipolar disorder (Centre for Addiction and Mental Health, Canada)
  • Post-traumatic stress disorder (PTSD) (Canadian Mental Health Association)
  • Schizophrenia (Centre for Addiction and Mental Health, Canada)
  • Trauma (Centre for Addiction and Mental Health, Canada)
  • Lesbian, gay, bisexual, trans and queer identified people and mental health (Canadian Mental Health Association)

Memory disabilities

In 2022, 4.9% of Canadians (or more than 1.5 million individuals) aged 15 years and over had a memory disability. These disabilities can make it hard to process, store, or recall information. They may also affect a person's ability to recognize faces, manage emotions, or control movements.

Here’s an example of a memory-related disability:

• encephalopathy
  • affect the brain and mental state
  • can be caused infections, brain injuries, tumors, or environmental factors
  • can cause difficulties with cognition, memory, and concentration

Here are some things to consider for your accessible consultations:

• in-person consultations
  • apply the same accessibility tips used for mobility, flexibility, or dexterity disabilities
  • repeat names and roles when speaking to participants
  • ask participants to wear name tags, if they're comfortable with it
  • present small bits of information at a time
  • reduce auditory distractions like background noise, music, or equipment sounds
  • reduce visual distractions like animated displays, flashing or dimming lights, or bright windows behind speakers
  • support participants with companion, assistant, intervener
    • ensure there is enough space at tables, seating areas, and breakout room
    • speak directly to the participant, unless they ask otherwise
  • reduce communication barriers by ensuring that organizers, staff, and presenters:
    • speak at a steady pace
    • speak in clear, short sentences
    • avoid words with multiple meanings, sarcasm or figures of speech, jargon or acronyms
• virtual, digital, or other types of consultations
  • apply the same accessibility tips used for learning or developmental disabilities
  • organize web content clearly and consistently
  • avoid acronyms, or explain them the first time you use them
  • present small bits of information at a time
  • be flexible with written content and don't judge grammar, spelling, or formatting
  • if using tables or data, include a written explanation of what they mean

Additional tip:

• when greeting someone you've met before, remind them of your previous meeting
  • for example: "Hello again, [name]. My name is [your name]. We met yesterday at [location]"

Additional resources

At this time, no additional resources are listed specifically for memory-related disabilities. Please refer to the Neurodevelopmental Disabilities section for related supports.