Accessibility for Ontarians with Disabilities Act (AODA) Report

2025

Towards an institutional culture of accessibility

In October, the University launched the institution’s most recent 2025-2030 Multi-Year Accessibility Plan (PDF), which will serve as a roadmap for our community to advance accessible and inclusive environments at U of T over the next five years. I am deeply grateful to everyone who helped make this happen: from the students, staff, faculty members, librarians, and senior leadership on the Multi-Year Plan Consultation Committee to the many people across our three campuses who participated in consultations.

During the Plan’s development process, we frequently encountered appreciation that the University was engaging in this process and taking a strategic approach to institutional accessibility. Indeed, creating a multi-year plan is a legislative requirement established 20 years ago by the Accessibility for Ontarians with Disabilities Act, 2005 (AODA).

The AODA, along with the Ontario Human Rights Code, provides the framework for all accessibility efforts across our campuses. This legislation continues to be relevant and necessary to protect everyone’s right to participate fully in University life. Today, as in 2005, community members with evident and non-evident disabilities experience barriers to their success as well as exclusion from the range of activities that define our roles as students, staff, faculty, and librarians.

As I recognize our successes to date (many of which are highlighted in this Report), I urge everyone in our community to remember—and uphold—the legislative obligations that we share responsibility to action. Reaffirming our foundational commitments will provide the focus and determination we need to implement our 2025-2030 Multi-Year Accessibility Plan and establish an institutional culture of accessibility at U of T.

— Ben Poynton, Accessibility for Ontarians with Disabilities Act (AODA) Officer

Ben Poynton, AODA Officer

Welcome message

We are pleased to present forward-thinking and impactful initiatives in this progress report on accessibility at U of T. We also encourage you to read its exciting next chapter, the 2025-2030 Multi-Year Accessibility Plan (PDF) (MYAP). Creating the 2025-2030 MYAP set an invaluable precedent for consultation and discussion. These discussions, and recognition of our institutional commitments and legislative obligations, need to continue.

Achieving a fully inclusive U of T is not a fixed goal. It requires constant renewal, continual reflection, and adapting and responding to changing realities. It requires recognizing emerging issues and individual experiences, and ensuring any solutions are shaped by these experiences. It means being creative together.

The 2025 AODA Report includes glimpses of the 2025-2030 Multi-Year Accessibility Plan by way of introduction, connecting our progress to date with our work ahead. We urge everyone to take an active role in that journey.

— Kelly Hannah-Moffat, Sandy Welsh, and Jodie Glean-Mitchell

Kelly Hannah-Moffat, Vice-President,
People Strategy, Equity & Culture

Sandy Welsh, Vice-Provost, Students

Jodie Glean-Mitchell, Executive Director,
Equity, Diversity & Inclusion

Supporting accessible teaching and learning

Access is a fundamental right enshrined in the Accessibility for Ontarians with Disabilities Act and Ontario Human Rights Code. It is also core to U of T’s mission, which aims to foster “an academic community in which the learning and scholarship of every member may flourish.” Last year, instructors learned strategies to promote accessible learning environments as divisions, Faculties, and tri-campus teaching and learning centres provided training and resources. Recognizing that barriers are still experienced in accessing accommodations, our new Multi-Year Accessibility Plan commits to creating a Communications Plan that will increase awareness among new faculty members and staff about their legislative responsibilities.

Quercus Guidebook and Classroom Primer for specific learning needs

Instructors at the Faculty of Information received a Quercus Guidebook for designing with neurodiversity, specifically students who identify as autistic, in mind. The Provost’s Office also developed a Classroom Primer which displays classroom features and capabilities, allowing instructors to search for classrooms based on specific functionalities and needs.

Training and developing actionable items for minimizing accessibility barriers

At UTSC, Teaching Assistants were given training focused on Equity and Access, minimizing accessibility barriers and responding to accommodations, while the Faculty of Arts & Science created “Actionable Items to Support Neurodivergent Students in Your Courses” following a series of student surveys, focus groups, and interviews. This resource has been disseminated across the University.

Universal Design for Learning digital hub

The Centre for Teaching Support & Innovation launched a Teaching with Universal Design for Learning (UDL) at U of T microsite to serve as a centralized, public hub for accessible and inclusive teaching practices across U of T. The microsite includes a UDL in Practice Strategy Libraries comprising 15 libraries with approximately 800 practical, UDL-informed strategies. For real-time support, the Centre also launched a UDL Commons on Microsoft Teams to platform ongoing community engagement, knowledge sharing, and cross-campus collaboration.

Additional Universal Design for Learning programming and initiatives

UDL-focused programming was further expanded to support accessible and inclusive teaching practices across the tri-campus community, including UDL in Practice, UDL Conversations, UDL Express and the UDL Course Design Institute. These initiatives generate recordings, summaries, and practical resources that instructors and staff can consult beyond live sessions. One-day UDL Course Design Retreats will also be available in 2026.

Strengthening accessibility foundations

In 2025, the AODA portfolio provided 180 consultations (more than ever before) with staff across the University. The community sought guidance on a range of topics related to interview accommodations, service animals, and creating more inclusive digital and physical environments. These consultations reveal an ongoing need for information and training around accessibility. U of T’s new Multi-Year Accessibility Plan extends these efforts, committing to a review of the University’s online AODA training modules with a focused effort to provide accessible customer service training within these modules and Inclusive Event Planning workshops.

Accessibility in Events Workshop

The Accessibility in Events Workshop, a collaboration by the IEO – AODA, the Dalla Lana School of Public Health, and Factor-Inwentash Faculty of Social Work, strengthened staff awareness of accessibility practices.

Capacity-building and on-demand website training

The Division of University Advancement created capacity-building sessions for Advancement Professionals with a focus on non-evident disabilities and a pilot initiative called “U of T Advancement College Peer Exchange” provided a platform for small-group discussion-based sessions, while the Temerty Faculty of Medicine Communications team provided several on-demand training opportunities for content editors who use WebPac (the Faculty’s web platform and support package). The sessions included instruction on AODA requirements and best practices. 

Deepening our accessibility practices

This year, the AODA portfolio maintained efforts to build capacity for web and digital accessibility across our campuses. This focus is essential to ensure equitable access to important information as the University community shares a fundamental legal obligation to create accessible communications for all community members. While Faculties, divisions, and campuses have advanced our institutional compliance with the Accessibility for Ontarians with Disabilities Act and Ontario Human Rights Code, sustained and proactive attention is required. Our new Multi-Year Accessibility Plan commits to ensuring all persons responsible for websites are aware of and implement legislative requirements.

Improvements to digital experiences across the tri-campus

Across the University, the AODA portfolio continued to build inclusive digital experiences. Improvements to websites for the Provost’s Office, Jackman Faculty of Law, Rotman, and Division of the Vice-President, Research & Innovation have deepened U of T’s online accessibility, while Information Technology Services and Enterprise Applications and Solutions Integration developed a design system with embedded accessibility considerations to conduct application accessibility reviews and engage staff in practical training that promotes inclusive thinking.

Enhancements to University of Toronto Mississauga referral processes

At U of T Mississauga, an enhanced referral process between Accessibility Services and the Career Centre ensures that students with disabilities receive comprehensive support. The process includes a new intake form, counsellors, extended appointment times, and online resources.

Planning Guide for Inclusive Educational Events

In January 2025, the Office of Inclusion and Diversity at the Temerty Faculty of Medicine released a new Planning Guide for Inclusive Educational Events. The Guide includes an entire section on Accessibility and Disability Inclusion, featuring information on the AODA Standards and references additional U of T accessibility resources. The Section provides considerations for in-person, virtual, and hybrid events. The Guide was developed in partnership with diverse faculty, staff and learners across the faculty and affiliated partners, including the Centre for Faculty Development, the Centre for Advancing Collaborative Healthcare and Education, Ganawishkadawe – The Centre for Wise Practices in Indigenous Health, and the Toronto Academic Health Science Network. It serves as a practical resource to help community members develop, deliver, and evaluate educational events that centre a sense of belonging and respect for all.

Creating accessible physical spaces and structures

The AODA portfolio foregrounded the need for accessible physical spaces and structures in its event marking the 2025 International Day for Persons with Disabilities. Called “All Needs Met: Accessing University Spaces on an Equal Basis,” it took a screening-and-discussion format to address the history of accessible design in public spaces and reluctance to remove accessibility barriers as well as positive strategies to meet all needs in physical spaces. These issues remain pressing as the University engages in renovation, development, and/or planning projects. As experiences of disability are diverse and varied, creating more accessible physical environments requires consultation and collaboration with a broad range of community members before designs are finalized. Once launched, the Institutional Accessibility Advisory Committee identified in our new Multi-Year Accessibility Plan will be an invaluable resource.

Accessible navigation improvements

A range of accessible navigation improvements and renovation projects have enhanced the accessibility of physical spaces across the tri-campus. The Jackman Faculty of Law installed tactile stairs indicators and handrail upgrades and improved elevator accessibility, wayfinding, and signage. The Ontario Institute for Studies in Education renovated multiple classrooms and social areas to be inclusive for all users. Improvements include accessible appliances, counters, sinks, seating, study spaces as well as modifications to acoustics, door upgrades, and a new accessible washroom. In consultation with the community, Facilities & Services developed selection criteria to equitably and transparently prioritize accessibility improvement projects. Recent enhancements have been made to the entrance of the Wallberg Memorial Building, a ramp and universal washroom added to the Centre for Industrial Relations and Human Resources (expected completion mid-2026), and additional building enhancements made to the Fleck Auditorium. Other improvements include additional accessible washrooms at the Rotman School of Management, a new ramp at the Clara Benson building, and an accessible Hello Desk at UTM Student Services.

Classroom standard updates through the Pedagogy-Space-Technology Framework

Through work with the Transforming the Instructional Landscape Advisory Group, the Vice-Provost, Strategic Enrolment Management and University Registrar’s Office updated the 2012 classroom standards and design criteria using the Pedagogy-Space-Technology (PST) Framework. The PST framework recognizes the need to balance teaching methods, physical spaces, and technology to support evolving pedagogical practices, with an emphasis on ensuring classroom design standards consider accessibility requirements in addition to pedagogical activity.  The updated Classroom Standards and Design Criteria emphasize creating engaging, inclusive, and effective instructional spaces and align with best practices in student engagement, evidence-based teaching, and classroom equity. Keeping PST top-of-mind during classroom design helps to create environments that are flexible, inclusive, and future-ready, ensuring that physical and digital infrastructures truly enable meaningful, student-centred learning.

Centring lived experience of disability

With our most recent Multi-Year Accessibility Plan, we set the important standard of ensuring that the lived experience of community members with disabilities informed the Plan’s development from the start. A Multi-Year Plan Consultation Committee of students, staff, faculty members, and librarians, including those with lived experience of evident and/or non-evident disabilities, collaborated to create a guiding framework that laid the groundwork for extensive community consultations led by the Institutional Equity Office. In the meantime, Faculties, divisions, and campuses created opportunities to centre lived experience of disability in University activities and environments.

Exploring academic accommodations and addressing ableism

The Faculty of Arts & Science formed a working group to explore academic accommodations that better supported students with disabilities, while the Centre for Research and Innovation Support held the workshop “Addressing Ableism in Academia” to address how ableism impacts academic institutions and research teams.

Seminars on equity, diversity, and inclusion in academia

At U of T Scarborough, the Equity Matters Seminar Series provided an opportunity for the UTSC community to engage with prominent speakers on issues of equity, diversity, and inclusion in academia. The series featured Dr. Margaret Price, who serves as Director of the Disability Studies Program at The Ohio State University.

Peer networks and events centred on neurodiversity

UTSC also expanded its Peer Mentorship Network for Autistic and Neurodivergent Educators to include staff. For example, a “Neurodivergent at Work” event provided guidance on what a neurodiversity-affirming workplace can be.

Tips and resources for high school students with disabilities transitioning to post-secondary education

On the St. George campus, in collaboration with the U of T Accessibility Services, the Office of Student Life produced a High School to University Transition Resource for Students With Disabilities (PDF). The guide provides information, practical tips and resources to help students with disabilities navigate the transition from high school to post-secondary education at the University of Toronto, St. George campus. Created in consultation with a team of students in U of T’s Work Study program at Accessibility Services, as well as Accessibility Services staff, this guide empowers students with disabilities to achieve their academic goals and fully participate in University life.

2026 and beyond

Thanks to U of T’s newly developed Multi-Year Accessibility Plan, our priorities are clear. In 2026 the University will start to implement initiatives within the Plan, specifically those that are foundational to its success, such as the Accessibility Advisory Committee. The AODA portfolio and tri-campus partners will be activating an implementation framework so that the Plan’s initiatives can be launched on time and will fully support the Plan’s intentions.

Continuing to prioritize accessibility across the tri-campus

The themes within our new Multi-Year Accessibility Plan can support the University community in prioritizing accessibility, including within divisional and Faculty planning. The Faculty of Information’s 2025-2029 Academic Plan provides a helpful example of how this opportunity can be taken up. The Accessibility Task Force at Factor-Inwentash Faculty of Social Work is another approach highlighting how the intent behind establishing an institutional accessibility advisory committee can be mirrored at the Faculty level.

IEO – AODA: Profile of Work

The Accessibility for Ontarians with Disabilities Act (AODA) portfolio, part of the Institutional Equity Office within the Division of People Strategy, Equity & Culture and reporting dually to the Vice-Provost, Students and Executive Director, EDI, is responsible for ensuring that the University meets its obligations under the Accessibility for Ontarians with Disabilities Act, the University of Toronto Statement of Commitment Regarding Persons with Disabilities, and the Ontario Human Rights Code. This includes overseeing the development of the University’s Multi-Year Accessibility Plan, required under the AODA. We also support the University community in advancing accessibility and Universal Design principles across our systems, processes, and approaches. Through this work we hope to enable truly barrier-free spaces at the University.

In addition to guiding the University in meeting its legislative responsibilities, the portfolio provides strategic consultations, education, and services to members of the University community and supports the resolution of accessibility concerns. If you would like a consultation regarding the Accessibility for Ontarians with Disabilities Act standard obligations or embedding Universal Design principles, or have feedback regarding services provided by the University of Toronto relating to accessibility, please contact us. Phone: (416) 978-7236 Email: aoda@utoronto.ca

Acknowledgement of Traditional Land

We wish to acknowledge this land on which the University of Toronto operates. For thousands of years it has been the traditional land of the Huron-Wendat, the Seneca, and the Mississaugas of the Credit. Today, this meeting place is still the home to many Indigenous people from across Turtle Island and we are grateful to have the opportunity to work on this land.

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2025 AODA Report