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Goods, services and facilities

 

You have the right to be free from discrimination when you receive goods or services, or use facilities. For example, this right applies to:

  • stores, restaurants and bars
  • hospitals and health services
  • schools, universities and colleges
  • public places, amenities and utilities such as recreation centres, public washrooms, malls and parks
  • services and programs provided by municipal and provincial governments, including social assistance and benefits, and public transit
  • services provided by insurance companies
  • classified advertisement space in a newspaper. 

Relevant policies and guides:

  1. Consultation report: Human rights and public transit services in Ontario

    March 2002 - This Report is based on the many and varying viewpoints presented to the OHRC in the course of its public consultation on accessible public transportation in Ontario. Conventional and paratransit systems are examined in depth, in terms of the human rights principles that apply, the issues raised, and the impact on older persons, persons with disabilities, and families with young children. Three key issues raised throughout the consultation were funding, standards, and roles and responsibilities. These issues are examined in depth.
  2. The opportunity to succeed: Achieving barrier-free education for 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.
  3. Count me in! Collecting human rights-based data

    2010 - This guide is intended to be a practical resource for human resources professionals, human rights and equity advisors, managers and supervisors, unions, and any other people or groups considering a data collection project, or seeking support to do so. This guide may be particularly helpful to readers with little or no knowledge of data collection. The guide will discuss the benefits of data collection, and will highlight key concepts and practical considerations for organizations thinking of gathering data on Code and non-Code grounds. Appendices A to F offer concrete examples of how non-profit, private and public-sector organizations have successfully developed and implemented data collection projects.
  4. Human rights and policing: Creating and sustaining organizational change

    This guide aims to encourage and support police services across Ontario in their work as it relates to upholding the Ontario Human Rights Code. The development of this guide is built on the experience gained in a three-year collaborative human rights organizational change project between the Ontario Human Rights Commission (the OHRC), the Toronto Police Service (TPS) and the Toronto Police Services Board (TPSB). The principled human rights approach elaborated in the guide can help police services better serve the needs of Ontario’s increasingly diverse communities, and draw on the strengths of police services’ own internal diversity.

  5. Accommodating students with disabilities - Roles and responsibilities (fact sheet)

    2000 - The Ontario Human Rights Code guarantees the right to equal treatment in education, without discrimination on the ground of disability, as part of the protection for equal treatment in services. Education providers have a duty to accommodate students with disabilities up to the point of undue hardship. Students with disabilities are not always being provided with appropriate accommodation, and, in some cases, are falling victim to disputes between the various parties responsible for accommodation. The accommodation process is a shared responsibility.

  6. Accommodating students with disabilities - Principles (fact sheet)

    2000 - Once a disability-related need has been identified, or a case of discrimination has been established, education providers have a duty to accommodate the needs of students with disabilities, unless to do so would cause undue hardship. Accommodation is a means of preventing and removing barriers that impede students with disabilities from participating fully in the educational environment. Accommodation involves three principles: dignity, individualization and inclusion.

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