The Code protects people from discrimination and harassment because of past, present and perceived disabilities. “Disability” covers a broad range and degree of conditions, some visible and some not visible. A disability may have been present from birth, caused by an accident, or developed over time.
There are physical, mental and learning disabilities, mental disorders, hearing or vision disabilities, epilepsy, mental health disabilities and addictions, environmental sensitivities, and other conditions.
- Policy on accessible education for students with disabilities (2018)
- Policy on drug and alcohol testing (2016)
- Policy on ableism and discrimination based on disability (2016)
- Policy on preventing discrimination based on mental health disabilities and addictions (2014)
- Policy on environmental sensitivities (Canadian Human Rights Commission, 2014)
July 2003 - The main purpose of this report is to examine whether the Ontario Safe Schools Act and Regulations and the school board policies on discipline, known by some as “zero tolerance” policies, are having a disproportionate impact on racial minority students and students with disabilities. Advocates of zero tolerance argue that the policies are colour blind and fair because all the students who commit the same offence will be treated the same. Opponents point to other jurisdictions where there is data showing that suspensions and expulsions have a disproportionate impact on Black and other racial minority students and students with disabilities.
2003 - The Report provides an in-depth picture of human rights issues relating to disability and education in the province of Ontario. It outlines “Actions Required” of key players in the education system to address the practices and attitudes that limit the ability of students with disabilities to access education equally. It also includes specific Commission commitments which are steps that the Commission will take to help combat discrimination against students with disabilities. The Commission’s analysis and recommendations are informed by the comprehensive input received from stakeholders throughout the course of the consultation.
June 2014 - Words can have a powerful effect on how society views people with mental health disabilities and/or addictions. The choice of words can promote acceptance and inclusion or can keep people on the margins of society.
June 28, 2012 - We’ve spent the past several months looking at the findings from our province-wide policy consultation on the human rights issues experienced by people with mental health disabilities and addictions. The report is scheduled for release in September 2012. (Volume no.2 No. 1.)
October 10, 2011 - Discriminating against someone because of a disability – including a mental health or addiction disability – is against the law. By developing a policy, educating the public, doing public interest inquiries, and through tribunals and courts, we are identifying and trying to remove the barriers many people with mental health and addiction disabilities face. (Volume no.1 No.1)
2006 - Public transit in cities across Ontario is fundamental to the ability of many people to participate meaningfully in the life of their communities. Public transportation is used to access employment, education, public and social services and community activities. Equal access by persons with disabilities to public transportation is a right protected under the Ontario Human Rights Code (“Code”). Equal access to transit services in not a reality for many citizens of the Province and despite its importance in our daily lives, barriers to public transit services remain.
In 2016, the Ontario Human Rights Commission (OHRC) wrote to public colleges and universities in Ontario asking them to implement six specific measures to reduce systemic barriers to post-secondary education for students with mental health disabilities. This report describes the systemic barriers identified by the OHRC, the modifications to post-secondary institutions’ policies and procedures requested by the OHRC, and the institutions’ self-reported progress in implementing the requested changes.