Accessibility Statement

This Pressbook has been designed with accessibility in mind to ensure that it is usable by the widest possible audience, including those who use assistive technologies. The web version of this book has been developed to meet the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA.

We recognize that accessibility is an ongoing process, and while we strive to make this resource as accessible as possible, some third-party materials (e.g., external videos, linked PDFs) may not fully meet accessibility standards. This may include videos without accurate closed captioning, inaccessible PDFs, or other external media.

If you experience any accessibility issues with this Pressbook, please contact:
eignagni@torontomu.ca
When reaching out, please include:

• The page you’re having difficulty with
• The browser, operating system, and assistive technology you are using

Starting with Standard Access

We encourage users of this Pressbook to begin with the standard accessibility and accommodation policies within their institutions and to share feedback on where we could improve. Standard access and accommodation texts serve as an important foundation for critical discussions on accessibility.

Our Access Principles

The approach to access in this Pressbook is informed by the ethos and practices developed within Disability Studies courses at the School of Disability Studies at Toronto Metropolitan University.

Access is collectively and interdependently created as students, guests, and faculty are invited to share what they need for an accessible learning environment  As such, access is understood to be an interdependent practice that is created by all those who participate in a course.

Negotiation and flexibility are crucial to access and accommodation, as it is understood that our bodies and minds are dynamic and that what we may need in terms of access can change over time and with circumstance and context. Access check-ins are conducted regularly throughout a course.

As part of our commitments to honoring the Truth and Reconciliation Commission (TRC) Calls to Action, we work to unsettle access and the course content by critically examining how accessibility is framed and practiced. Many dominant accessibility frameworks privilege a white-settler colonial model that focuses on achieving equal access to all spaces without questioning who those spaces were designed for, who is excluded, and whose knowledge is valued in defining accessibility.

Another way we acknowledge the intersectionality of access is through its generous framing. Access is not only about assistive technology or accommodations—it is shaped by broader systemic barriers that impact learning. In this Pressbook, we recognize that factors such as food insecurity, housing precarity, and safety concerns intersect with access needs, shaping how and where learning takes place.

This Pressbook has made every effort to follow principles of universal design in learning within the course materials (e.g. transcripts, open-captioned videos, image descriptions). While these practices are logistical, they work symbolically for students, serving as an invitation for those who may have few opportunities to witness accessible curriculum design.