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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. A policy primer: Guide to developing human rights policies and procedures

    December 2013 - The purpose of this guide is to provide organizations with some practical help for developing effective and fair ways to prevent human rights infringements, and for responding to human rights issues such as harassment, discrimination and accommodation needs. Employers, landlords and service providers all have an obligation to make sure that human rights are respected, and can all benefit from the information provided in this publication.

  2. 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.

  3. 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.

  4. Age discrimination and transit (fact sheet)

    2002 - Under the Ontario Human Rights Code, transit service providers have a legal responsibility to ensure that transit systems are accessible to all Ontarians. Many older persons depend of public transit services to go to work, to get to medical appointments, to go to the grocery store, to participate in recreational activities and to visit family and friends. Transit services that are not accessible can cause isolation and prevent participation of older persons in our communities.

  5. CMARD Booklet: Call for coalition of municipalities against racism and racial discrimination

    2006 - The Canadian Commission for UNESCO is inviting municipalities from across Canada to join a Canadian Coalition of Municipalities Against Racism and Discrimination and be part of a larger international coalition being promoted by UNESCO. This booklet provides information that will be useful in understanding some of the important details of this Coalition.

  6. Count me in! Collecting human rights based data - Summary (fact sheet)

    2010 - Many people think that collecting and analyzing data that identifies people on the basis of race, disability, sexual orientation and other Ontario Human Rights Code (Code) grounds is not allowed. But collecting data on Code grounds for a Code-consistent purpose is allowed and is supported by Canada’s human rights legislative framework. This summary is a brief overview of some of the key points raised in the guide.

  7. 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.

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