Openly communicating and responding to your customers’ needs is the key to excellent customer service for all.

Accessible customer service is about

• not making assumptions about what a person can or cannot do because of their disability
• inclusion – making everyone feel welcome and included
• understanding that people with disabilities may have different needs

Serving customers with disabilities is also about showing sensitivity and respect. A good starting point is using appropriate language and terminology.

Use the right words

• Use “disability” not “handicapped.”
• Remember to put people first. Say “person with a disability” rather than “disabled person.”
• Reference specific disabilities when appropriate, such as a person with a developmental disability, a person who is blind or has vision loss, or a person who uses a wheelchair.
• Avoid sympathetic phrases such as victim of, suffers with, confined to a wheelchair, physically challenged, or stricken with a particular illness or disability.

Only some people with physical or mobility disabilities use a wheelchair. Someone with arthritis may use a cane or walker, while someone with a heart or lung condition may not use a mobility device but may have difficulty walking longer distances.

Tips:

• Ask before you help. People with disabilities often have their own ways of doing things.
• Don’t touch or move a person’s equipment (for example, wheelchair or walker) without permission.
• If you have permission to move a person’s wheelchair, don’t leave them in an awkward, dangerous or undignified position, such as facing a wall or in the path of opening doors.
• If you need to have a lengthy conversation with someone who uses a wheelchair or scooter, consider sitting so you can make eye contact at the same level.
• If it applies, inform your customer of the accessible features in the immediate area (such as automatic doors, accessible washrooms, elevators or ramps).
• Think ahead and remove any items that may cause a physical barrier, such as boxes left in an aisle.
• If the service counter is too high for a person using a wheelchair to see over, step around it to provide service.
• Keep in mind that a person’s physical disability may not be visible or obvious. For example, a person may have difficulty standing for long periods of time and may ask to sit while waiting to be served.

Vision loss can restrict someone’s ability to read documents or signs, locate landmarks or see hazards. Some people may use a guide dog, a white cane, or a support person such as a sighted guide, while others may not.

Tips

• When you know someone has vision loss, don't assume the person can’t see you. Not everyone with vision loss is totally blind. Many have some vision.
• Identify yourself when you approach and speak directly to your customer if they are with a companion.
• Ask if they would like you to read any printed information out loud to them, such as a menu, a bill or schedule of fees.
• When providing directions or instructions, be precise and descriptive (for example, “two steps in front of you” or “a metre to your left”). Don’t say “over there” or point in the direction indicated.
• Offer your elbow to guide them if needed. If they accept, lead – don’t pull.
• Identify landmarks or other details to orient the person to the surroundings. For example, if you’re approaching stairs or an obstacle, say so.
• If you need to leave the customer, let them know by telling them you’ll be back or saying goodbye.
• Don't leave your customer in the middle of a room – guide them to a comfortable location.

People who have hearing loss may identify in different ways. They may be deaf, oral deaf, deafened, or hard of hearing. These terms are used to describe different levels of hearing or the way a person’s hearing was diminished or lost.

A person with hearing loss might use a hearing aid, an amplification device or hearing ear dog. They may have preferred ways to communicate, for example, through sign language, by lip reading or using a pen and paper.

Tips:

• Once a customer has self-identified as having hearing loss, make sure you face the customer when talking and that you are in a well-lit area so the person can see you clearly.
• As needed, attract the person’s attention before speaking. Try a gentle touch on the shoulder or wave of your hand.
• Maintain eye contact. Use body language, gestures and facial expression to help you communicate.
• If the person uses a hearing aid, reduce background noise or if possible, move to a quieter area.
• Don’t assume that the customer knows sign language or reads lips.
• If necessary, ask if another method of communicating would be easier (for example, using a pen and paper).
• When using a sign language interpreter, look and speak directly to the customer, not the sign language interpreter. For example, say “What would you like?” not “Ask her what she’d like.”

A person who is deafblind has some degree of both hearing and vision loss. People who are deafblind are often accompanied by an intervenor, a professional support person who helps with communication. Intervenors are trained in special sign language that involves touching the hands of the client.

People who are deafblind might also use the assistance of braille, large print, a hearing aid, magnification equipment, white cane or service animal.

Tips:

• Speak directly to your customer, not to the intervenor.
• The customer is likely to explain to you how to communicate with them or give you an assistance card or note.
• Don’t assume what a person can or cannot do. Some people who are deafblind have some sight or hearing, while others have neither.

Cerebral palsy, stroke, hearing loss or other conditions may make it difficult for a person to pronounce words or express themselves. Some people who have severe difficulties may use a communication board or other assistive devices.

Tips:

• Don’t assume that a person who has difficulty speaking doesn’t understand you.
• Speak directly to the customer and not to their companion or support person.
• Whenever possible, ask questions that can be answered “yes” or “no.”
• If the person uses a communication device, take a moment to read visible instructions for communicating with them.
• Be patient. Don’t interrupt or finish your customer’s sentences.
• Confirm what the person has said by summarizing or repeating what you’ve understood and allow the person to respond – don’t pretend if you’re not sure.
• If necessary, provide other ways for the customer to contact you, such as email.

The term “learning disabilities” refers to a range of disorders. One example of a learning disability is dyslexia, which affects how a person takes in or retains information. This disability may become apparent when the person has difficulty reading material or understanding the information you are providing.

People with learning disabilities just learn in a different way.

Tips:

• Be patient and allow extra time if needed. People with some learning disabilities may take a little longer to process information or to understand and respond.
• Try to provide information in a way that works for your customer. For example, some people with learning disabilities find written words difficult to understand, while others may have problems with numbers and math.
• Be willing to rephrase or explain something again in another way, if needed.

Developmental disabilities (such as Down syndrome) or intellectual disabilities can mildly or profoundly limit a person’s ability to learn, communicate, do everyday physical activities or live independently.

Tips:

• Don’t make assumptions about what a person can or cannot do.
• Don’t exaggerate your speech or speak in a patronizing way.
• Use plain language.
• Provide one piece of information at a time.
• If you’re not sure of what is being said to you, confirm by summarizing or repeating what was said, or politely ask them to repeat it – don’t pretend if you’re not sure.
• Ask the customer if they would like help reading your material or completing a form, and wait for them to accept the offer of assistance.
• Be patient and allow extra time if needed.

Did you know that one in five Canadians will experience a mental health disability at some point in their lives?

Mental health disability is a broad term for many disorders that can range in severity. A person with a mental health disability may experience depression or acute mood swings, anxiety due to phobias or panic disorder, or hallucinations. It may affect a person’s ability to think clearly, concentrate or remember things.

You may not know someone has this disability unless you are told. Stigma and lack of understanding are major barriers for people with mental health disabilities.

Tips:

• If you sense or know that a customer has a mental health disability, treat them with the same respect and consideration you have for everyone else.
• Be confident, calm and reassuring.
• Listen carefully, and work with the customer to meet their needs. For example, acknowledge that you have heard and understood what the person has said or asked.
• Respect your customer’s personal space.
• Limit distractions that could affect your customer’s ability to focus or concentrate. For example, loud noise, crowded areas and interruptions could cause stress.
• Respond to the person’s immediate behaviour and needs. Don’t be confrontational. If needed, set limits with the person as you would others. For example, “If you scream, I will not be able to talk to you.”

There are various types of service animals who support people with various types of disabilities.

• A person with vision loss may use a guide dog.
• Hearing alert animals help people with hearing loss.
• Other service animals are trained to alert a person to an oncoming seizure, or to assist people with autism, mental health disabilities, physical disabilities and other disabilities.

Under the Customer Service Standard, there are no restrictions on what type of animal can be used as a service animal.

An animal is considered a service animal if:

• you can easily identify it’s a service animal through visual indicators, such as when it wears a harness or vest, or
• the person with a disability provides documentation from a regulated health professional that confirms they need the service animal for reasons relating to their disability.

Tips:

• Don’t touch or distract a service animal. It’s not a pet, it’s a working animal and has to pay attention at all times.
• If you’re not sure if the animal is a pet or a service animal, ask your customer. You may ask to see their documentation from a regulated health professional.
• The customer is responsible for the care and supervision of their service animal. However, you can provide water for the animal if your customer requests it.

If another person’s health or safety could be seriously impacted by the presence of a service animal, such as a severe allergy: [expand to show following text] Consider all options and try to find a solution that meets the needs of both people. For example:

• creating distance between the two people
• eliminating in-person contact
• changing the time the two receive service
• any other way that would allow the person to use their service animal on the premises

If you can’t easily identify that it’s a service animal:

• Don’t make assumptions. You can ask the person to provide documentation (such as a letter, note or form) from a regulated health professional that states that they require the animal because of their disability.
• If the person shows you the documentation, then they must be allowed to be accompanied by their service animal.
• The person is not required to disclose their disability or demonstrate how the animal assists them.

The law requires you to allow a person to bring their service animal with them into areas of your premises open to the public or to third parties.

Areas are considered open to the public even if they are only open to those people who have paid an admission fee, are members or have met certain eligibility or entrance requirements. These may include, for example, a fitness club, hotel, taxicab or school.

In cases where another law prohibits a service animal from entering certain areas (for example, a service animal would not be allowed in the kitchen of a cooking school), provide another way for the person to access your services.

While a service animal may be prohibited from certain areas (for example, areas where food is prepared) service dogs are allowed in areas where food is sold, served or offered for sale. This includes a restaurant’s public dining area.

An example of a law that specifically prohibits animals: Ontario Regulation 562 under the Health Protection and Promotion Act states that animals are not allowed in places where food is manufactured, prepared, processed, handled, served, displayed, stored, sold or offered for sale. However, it does make an exception for service dogs to allow them in areas where food is normally sold, served or offered for sale.

Tips if the service animal is prohibited by another law:

• Explain why to your customer, and discuss other ways to serve them, for example:
• − leaving the service animal in a safe area where it’s allowed, and offering assistance to the person while they’re separated from the animal, or
• − serving the customer in another area where the animal is allowed
• Tips for decision makers – When an animal is prohibited by law
• Identify if there are any areas of your premises where a service animal would be prohibited by law, and if so, identify the law in your accessible customer service policy and the area(s) where service animals are prohibited.
• Consider options ahead of time that you or your staff could offer when a service animal is prohibited.

A support person can be a paid personal support worker, an intervenor, volunteer, family member or friend. A support person might help your customer with communication, mobility, personal care or with accessing your services.

A person with a disability is permitted to bring their support person with them to any area of your premises that is open to the public or to third parties.

Tips:

• If you’re not sure which person is the customer, take your lead from the person using or requesting service, or simply ask.
• Speak directly to your customer, not to their support person.
• It’s good practice to confirm with your customer whether they want the support person to be present while confidential matters are being discussed.

An assistive device is a piece of equipment a person with a disability uses to help with daily living.

Most assistive devices are “personal assistive devices,” such as a wheelchair or walker, white cane, hearing aid, oxygen tank or communication board. They belong to the person using them and are part of their personal space.

Tips for serving a customer with a personal assistive device:

• Don’t touch or handle any assistive device without permission.
• Don’t move assistive devices or equipment (such as canes or walkers) out of the person’s reach.

Here are some general tips to keep in mind when serving people with disabilities:

• Ask before you help. Don’t assume the person needs it.
• If you're not sure what to do, ask your customer, “How can I help you?” Your customer knows if they need help and how you can provide it.
• Don’t make assumptions about the type of disability a person has or about what accommodation needs they may have. Your assumptions may be wrong.
• Some disabilities are not visible and customers are not required to tell you about their disabilities.
• Speak directly to your customer, not to their support person or companion.
• Take the time to get to know your customer’s needs and focus on meeting those needs just as you would with any other customer.
• Listen carefully. If you’re not sure what your customer is saying, confirm by summarizing or repeating what was said to you, or politely ask them to repeat it.
• Be patient. People with some kinds of disabilities may take a little longer to respond or do things.
• Use appropriate language and terminology when referring to people with disabilities.