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 Attitudinal barriers are inaccurate beliefs and perceptions about people with disabilities based on assumptions and stereotypes. Attitudinal barriers are the most pervasive type of barrier.

Some examples of attitudinal barriers include:

• Speaking to the support person instead of communicating directly to the person with a disability.
• Thinking that the need to create accessible documents and web content is a waste of time.
• Believing that people with disabilities are inherently less able to contribute and participate (i.e., "ableism").

Physical (or architectural) barriers are anything in the built environment or design of public spaces that prevent access to goods, services, and/or facilities.

Some examples of physical barriers include:

• A classroom design that makes if difficult for students or staff to move around or navigate easily.
• A building entrance that only has stairs leading to the front door and/or no automatic door openers.
• An event or graduation that takes place on a stage without any lift.

Communication (or information) barriers prevent people from understanding or accessing information in a meaningful way.

Some examples of communication barriers include:

• Audio-video content that does not include media alternatives, such as captions or transcripts.
• Conveying information only through colour (and without a second visual cue).
• Signs or posters with print that is too small and/or not spaced appropriately. 

Systemic (or organizational) barriers are usually created through policies, procedures and practices that apply to everyone, but are unfair or inequitable to certain people.

Examples of systemic barriers include:

• Assessment and evaluation that is based on only one learning style and requires students to demonstrate their understanding in one specific way.
• A meeting invitation, event registration or job posting that does not ask the participants or applicants if any accommodations are required.
• The lack of a process for receiving and responding to feedback regarding accessibility issues or complaints. 

Technology barriers are digital or virtual platforms that are not designed to be user-friendly or with consideration for people with disabilities. Technology barriers often relate to communication barriers.

Some examples of technology barriers include:

• Course materials or handouts that are only available in hard copies.
• Websites or webpages that work on a computer or laptop, but do not work properly on a tablet or smart phone.
• Using a web conferencing tool (e.g., Webex) without any live captioning features available.

•  provides information and resources on the Rights and Dignity of Persons with a Disability.
•  describes disability and the duty to accommodate.
•  website provides many resources with regards to the Accessibility Standards as part of the Accessibility of Ontarians with Disabilities Act, 2005.
•  is a hub offering a rich range of supports that will help teachers and other classroom staff include accessibility issues in the everyday learning of the classroom.
•  for educators to find thought-provoking news, lessons, conversation and support for those who care about diversity, equal opportunity and respect for differences in schools.
•  offers information that inspires citizens to build communities that are accessible to and inclusive of people who have a disability.
•  website includes information about guide dog etiquette.

DISCLAIMER:

Hyperlinks are provided above with the intent of assisting users in researching issues and topics. There may be websites linked from this site that are operated by organizations outside of the ºÃÉ«tv District School Board (KPRDSB). These organizations are solely responsible for the operation and information found on their sites. Linking from this site does not imply any endorsement of the organization or information found on the website. Any comments or inquiries regarding the linked websites should be directed to the organization operating the website.

1.  is an American site for teachers by teachers with suggestions for elementary and secondary students.
2.  is a peer support and mentorship inclusion program focusing on youth with intellectual disabilities, but open to all youth who experience barriers to inclusion.