Celebrating National AccessAbility Week and Manitoba Access Awareness Week (May 31 to June 6, 2026)
Every year, Canada recognizes National AccessAbility Week, beginning on the last Sunday in May. First launched by the Government of Canada in 2017 and later recognized through the Accessible Canada Act in 2019, the week highlights the importance of accessibility and inclusion across the country.
In Manitoba, the week aligns with Manitoba Access Awareness Week (MAAW), a province-wide initiative that promotes awareness, celebration, and action toward a more accessible and inclusive society.
Together, these observances recognize the leadership, contributions, and lived experiences of persons with disabilities. They also highlight the ongoing work of individuals, organizations, and communities to remove barriers and create spaces where everyone can participate fully.
Accessibility at RRC Polytech
At RRC Polytech, accessibility is a shared and ongoing commitment that shapes learning, teaching, and campus life.
Every two years, we renew our Accessibility Plan and report on progress to the Manitoba Government. The plan helps guide efforts to improve access, reduce barriers, and create more inclusive experiences for students, staff, and visitors.
Behind this work are employees, students, and teams across the Polytech community who are helping turn accessibility goals into meaningful action.
This year, in recognition of National AccessAbility Week and Manitoba Access Awareness Week, we are celebrating some of the people whose everyday efforts are helping build a more accessible and welcoming RRC Polytech.
Accessibility work happens in many different ways, through teaching, technology, communication, campus operations, advocacy, and lived experience. The stories below highlight students and employees who are helping create meaningful change across the Polytech community.
Accessibility Champions in Action – Andrea Ardiles and Erica Ament
One important part of accessibility work at RRC Polytech is the Accessibility Community of Practice.
Andrea Ardiles (Instructional Designer) and Erica Ament (Assistive Technologist) play a key role in this work. They co-lead the Accessibility Garden, a Community of Practice. The affectionate name of “Accessibility Garden” was chosen to emphasize the intent of growing awareness and skills around accessibility and accessible design.
Each month, they host sessions on topics such as:
- Digital accessibility such as in Office 365 and LEARN
- Tools to support creation of accessible materials
- Assistive technology tools such as Read&Write
- Accessible virtual meetings
- Inclusive design practices
These sessions give employees a space to ask questions, share challenges, and learn from each other. For many participants, especially those new to accessibility, the Accessibility Garden is a helpful place to learn.
Andrea and Erica have presented on Accessibility at RED Forum, together and individually. They also collaborate with the Diversity Team on the Accessibility Quick Tips for staff, launched in 2024. These monthly tips share simple ways to improve accessibility in everyday work. Topics include accessible documents, training, and inclusive meetings.
Erica also authors the “Tech Tips: Work Smarter, Not Harder” blog, where she focuses on boosting academic and workplace efficiency by showcasing practical strategies and accessible technologies available to all students and employees—including tools in MS Office, Windows, and Read&Write. She also regularly highlights accessibility features, such as captioning, that benefit the entire campus community, not just individuals with disabilities.
Andrea has delivered training for staff and instructors on how to create accessible materials. Andrea runs the ‘Foundations in Digital Accessibility’ workshop series, which has shown to teach accessibility practices in an encouraging and approachable way. You can catch her live at her upcoming RED Forum session ‘Course Material Tune-Up: An Accessibility Repair Session’.
Together, their efforts help build a stronger culture of accessibility across RRC Polytech.
Thank you, Andrea and Erica, for your ongoing leadership in supporting accessibility awareness and learning across the college!
Breaking Barriers: Deaf and Hard of Hearing Services
Over the past year, Deaf and Hard of Hearing Services (DHHS) has advanced several key initiatives to strengthen accessibility for Deaf and Hard of Hearing students, staff, and community members across RRC Polytech. A central focus has been improving access to information by adding ASL videos to the DHHS webpage and other institutional materials. Providing information in multiple formats—particularly in ASL—ensures that Deaf students can access important content directly in their preferred language. This work reflects a broader commitment to reducing communication barriers and supporting equitable participation across the College community.
To further enhance digital accessibility, the DHHS manager and interpreting team have advocated for an embedded ASL window rather than directing users to a separate ASL link. This integrated approach aligns with best practices and ensures that ASL access is visible and equitable. In line with AMA requirements, DHHS also continues to ensure that closed captions are added to all posted videos, supporting a wide range of individuals who benefit from text‑based access.
Beyond digital content, DHHS has strengthened campus-wide accessibility practices by working to ensure that any College‑hosted event open to the public as well as College events and activities, are automatically staffed with interpreters whenever possible. This shifts the responsibility for accessibility away from Deaf and Hard of Hearing participants and places it appropriately with the institution. It also reinforces the principle that accessibility is a shared campus responsibility—not something that rests solely within one department.
Much of the work that supports equitable access happens behind the scenes: coordinating interpreting services, communicating with faculty and RRC Polytech staff, planning accommodations, advocating for access and equity, building campus-wide understanding of our legal obligations related to accessibility and ensuring that information is shared in accessible formats. These everyday efforts play a critical role in enabling students and Deaf faculty and staff to fully participate in academic and campus life.
DHHS is also streamlining the accessibility feedback process, making it easier for Deaf and non‑Deaf consumers to share experiences, request information, or identify barriers directly with DHHS. This feedback can be provided in written form or in ASL. This demonstrates an ongoing commitment to inclusion, responsiveness, and continuous improvement in the services we provide.
Collectively, these initiatives reflect RRC Polytech’s core values of inclusion, community, student success, and removing barriers to education and in the workplace. By expanding ASL access, strengthening communication equity, and embedding accessibility into institutional practices, DHHS continues to help create environments where ASL users can participate meaningfully, feel a sense of belonging, and access opportunities more equitably.
A special thank you to the Deaf and Hard of Hearing Services (DHHS) team: Jill Patterson, Sheryl LaVallee, Lauri Van-Heyst, Arleen An, Shannon Graham, Chad Kroeker, Alanna Iftody, and Mariette Koop, for your ongoing work and advocacy.
Behind the Scenes: Groundskeeping and Winter Accessibility
With another Manitoba winter behind us, it is a good time to recognize the Groundskeeping team for the important work they do behind the scenes to keep campus safe and accessible.
During winter months, the Groundskeeping team often begins work as early as 2:00 a.m. to clear snow from parking lots, roads, entrances, sidewalks, and ramps before students, staff, and visitors arrive on campus.
Once snow is cleared, the team quickly shifts to ice maintenance, spreading sand and grit in areas where icy conditions may create safety concerns.
As weather shifts throughout the day, the team continues to monitor campus conditions and respond to ongoing freeze-thaw cycles to help prevent barriers before they happen.
Their work may happen behind the scenes, but its impact is felt across campus every day.
A big shoutout to the Groundskeeping team: Chuck Harris, Kevin Kruse, Ryan Skelton, Brady Barron, Derek Berry, and Bryan Haswell, for the important work you do to help keep our campus safe and accessible.
Designing for Learners: Faculty Development and Inclusive Teaching
As our student population becomes more diverse, creating inclusive learning environments that support every learner is more important than ever.
At RRC Polytech, Organizational Development’s Faculty Development Consultant, Claudius Soodeen, plays an important role in helping instructors build classrooms where all students can succeed. He supports instructors in strengthening their communication, improving course design, and enhancing teaching practices.
This work is grounded in collaboration with internal and external experts, including people with lived experience of disability and neurodiversity, to ensure learning reflects real needs and perspectives.
Through practical, hands-on learning opportunities, instructors are building skills that help reduce barriers and create more accessible classrooms for all students.
Some of the key sessions include:
- Designing Neurodiversity-Affirming Learning Environments, a collaboration with researcher-practitioners with lived experience of disability
- Plain Language Writing (with and without AI), facilitated by Janine Bucklaschuk and Jake Carewick
- Foundations in Digital Accessibility, facilitated by Andrea Ardiles
You can read more about these sessions in Staff Forum.
A big thank you to Claudius and his collaborators, for helping build more inclusive classrooms and improving learning experiences across RRC Polytech.
Student Accessibility Stories from Across RRC Polytech
In April, students shared their experiences with accessibility at RRC Polytech. Their stories highlight how support, advocacy, and inclusive design can make a meaningful difference.
Kelvin Dyck, Business Administration (Accounting Major)
“I received a health diagnosis that dramatically affected my ability to attend and succeed in my studies. Accessibility Services informed me of the wide variety of supports available, assisted me in getting the necessary documentation, and approved all accommodations that I needed to succeed.
These include exam accommodations, Safe Ride program, support for a reduced course load, and counseling services. The accessibility supports at RRC are a primary reason I am succeeding in my studies.”
Valeri Kelly, Nursing
“After my first full year of being at the college I noticed the library does a lot of borrowing of supplies, they borrow out chargers, white board markers, mouse’s etc and I thought to myself “what about fidgets”;
I brought my idea to the attention of the campus wellbeing facilitator and immediately we connected with individuals in charge of the borrowing system of the library to get the ball rolling. From start to finish it took roughly 5 months to get fidgets in the system.
Stimming is a way for neurodivergent (diverge from typical neuro wiring) to self-regulate, self sooth in addition to aiding in focus to name a few benefits; good news is EVERYONE is welcome to stim as it’s just another way to release energy from the body. Having different types of fidgets for individuals to try can aid in their studies and self-discovery but also helps normalize stimming overall and encourage everyone to freely move their body in a safe and self-soothing way.”
Joseph Ilunga, Student
“As a student at Red River College Polytechnic and someone living with cerebral palsy who uses a power chair, I worked on developing an Emergency Management System as part of a full-stack team.
I contributed by building features with Next.js and improving the interface to be clear, mobile-friendly, and easy to navigate for all users. I intentionally focused on accessibility by simplifying layouts and reducing barriers, drawing from my own experience navigating systems that aren’t always designed with people like me in mind.
This work reflects RRC Polytech’s commitment to inclusion and accessible design. The outcome was meaningful because I helped create a system that not only works well but is usable and inclusive for a wider range of people.”
William Canard, Community Development Diploma
“When I started at RRC Polytech as a totally blind student, accessibility was not just a support service to me — it was the difference between participation and exclusion. Throughout my program, I worked closely with instructors, accessibility supports, and adaptive technology to find practical ways to navigate coursework, research, presentations, spreadsheets, and collaborative projects in environments that are often designed visually first.
One of the biggest challenges I faced was working with Microsoft Office applications, especially Excel, using screen reader technology. Many workflows that are simple visually become far more complex when relying entirely on keyboard navigation and audio feedback. Over time, I developed detailed methods and strategies for using Narrator and other accessibility tools more efficiently within Word, Excel, Teams, and PowerPoint.
Rather than keeping those strategies to myself, I began developing structured guides and practice materials designed to help other blind or low-vision users learn these workflows more independently. What started as a personal accessibility challenge became an opportunity to contribute practical accessibility knowledge that could benefit others in the RRC community and beyond.
During my studies, accessibility also shaped the major projects I completed. For my capstone project with New Directions, I conducted a qualitative analysis using Personal Outcome Measures data. Completing this work as a blind student required adapting research and data-management workflows that are often highly visual, particularly when working with spreadsheets, online document systems, and large volumes of coded information. Through collaboration, problem-solving, and accessible technology, I was able to complete the project and present the final results to community partners in a professional and accessible format.
Accessibility and inclusion also influenced a community development proposal I created called Nagamo-Agamig, meaning “Music Lodge.” The project focused on creating an accessible and inclusive community music space where people of different ages, abilities, and experience levels could participate without financial or social barriers. My own lived experience with disability helped shape how accessibility, participation, and belonging were integrated into the project design from the beginning rather than added afterward.
Accessibility at RRC Polytech also showed up in smaller but equally important ways: instructors willing to adapt materials, flexibility around accessible formats, and people who took the time to listen when barriers were identified. Those actions may seem small individually, but together they created an environment where I could succeed academically while managing vision loss and regular dialysis treatments.
By the end of my program, I completed my studies with strong academic standing while also contributing to conversations around accessibility, inclusion, and community participation. My experience reinforced that accessibility is not simply about accommodations — it is about creating systems where people can fully participate, contribute, and succeed.”
These stories show accessibility in action at RRC Polytech. Whether redesigning course materials, improving communication access, clearing pathways before sunrise, or sharing lived experiences, each effort helps build a stronger and more inclusive community.
As we recognize National AccessAbility Week and Manitoba Access Awareness Week, we thank the students, employees, and teams whose work continues to make a meaningful difference across RRC Polytech.