Student Job Postings:
Looking Through the Lens of Disability
Justice.
A Report by Emma Somers with Kaitlyn Beugh, Mandy Chung,
Ghislaine Crawford, Cybèle Creery, Ana Diab, Kate Giles, Taryn
Goodwin, Em Luddington, Stephanie Schneider.
Oct 5, 2022

“What would it mean to make it more soft, welcoming and inviting? To actively remove
executive, optimised tone - pull out corporate language and introduce inclusive, basic
ways of communicating? What if we acknowledged that a posting can’t anticipate the
diversity of the people applying? What if a job posting said - we want to support you in
this process? What if a job posting was a conversation?”
-

Taryn Goodwin - Zoom Chat during “Cripping Job Postings” meeting Oct 19th,
2021

Table of Contents
Territorial Acknowledgement
Introduction
Informing Job Descriptions and Postings
Recommendations for Job Descriptions
Recommendations for Job Postings
Example Job Posting and Description - Library Student Shelver
Informing Job Interviews
Before the Interview
Interview considerations
Interview Considerations and Sample Questions
Considerations
Sample Questions
Recommended by the Centre for Interdisciplinary Research and Collaboration in Autism
UBC
Hiring and Onboarding
Retention
Appendix A: Examples of Accessible Job Postings
Sample 1
Sample 2
Appendix B - ECU Career Development + Work Integrated Learning Office Overview
Appendix C - ECU Student Employment and Service Policy
Appendix D - Student worker rate of pay - June 2021
Appendix E - Examples of Accessibility Statement in Email Signatures
Appendix F: Examples of workplace flexibility
Bibliography

Territorial Acknowledgement

Many of us involved in this project work at the Emily Carr University Library as uninvited guests
on the traditional, ancestral and unceded territory of the Coast Salish peoples–Sḵwx̱wú7mesh
(Squamish), Stó:lō and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) and xʷməθkʷəy̓əm (Musqueam)
Nations.
My co-authors are working from locations across the Country situated on the traditional lands of
the q̓ic̓əy̓ (Katzie), q̓ʷɑ:n̓ƛ̓ən̓ (Kwantlen), se’mya’me (Semiahmoo),K’ómoks First Nation
(Comox), and Peskotomuhkati (Passamaquoddy) Nations. Many of these lands remain
unceded. Unceded land was never relinquished in any way: it was taken by force and
dispossession.
The topic of this research centres accessibility. Disability by definition is a form of exclusion.
When folks gain access, they are no longer excluded and disabled. I want to acknowledge that
exclusion and barriers to access are unevenly distributed and primarily impact indigenous
people, persons of colour, trans and queer folks, and low income communities. In our work, we
must centre these folks and ensure that the equity we seek to enact brings with us those most
likely to be negatively affected by ableist norms in academic policy, practices and procedures.

Introduction
This report presents findings from research into accessible hiring and is supported by Emily Carr
University through the NSERC EDI Institutional Capacity-Building Grant — "Beyond Inclusion:
systems change for art and design research universities”.
The Student Job Postings: Looking Through the Lens of Disability Justice project explores and
identifies accessibility barriers that prevent students from applying for Research Assistantships
and Student Monitor positions. We seek to help inform the creation of more accessible job
postings, hiring processes, and the creation of more accessible and humane work environments
for students and ourselves. While many of us are using examples and direct experience from
hiring students to work in our University Library, the findings are applicable to all student job
postings and hires across the University. This document is the result of a series of conversations
and self-directed study by members of the Library and Archives Accessibility Committee, as well
as study of related library materials and resources. We have also had a generous opportunity to
have feedback from the Emily Carr University Career Development + Work Integrated Learning
office and our Steps Forward program coordinator. Most meaningfully, this grant has allowed us
to consult with members of the working group Systems Change: Cripping Job Applications, a
subgroup of the Emily Carr Disabled and Neurodivergent Artists Collective. This grassroots
student-led collective self-describes as follows:
"Our goal is to innovate with and amplify underserved, and under-represented artists by
centering those who have been most impacted by hiring frameworks, accessibility policy,
diagnosis demands in organisations, and those who therefore struggle with sustainable
employment." (ECUAD Neuro-Divergent and Disability Artists' Collective)
The ability to get direct input on this report from folks who live with disability and
neurodivergence is crucial to helping us foster better hiring accessibility practices within the
Library and broader University.
This report provides recommendations for all stages of the hiring process, including writing a job
description, posting the job opportunity, facilitating the interview, onboarding, and retention. It is
intended as a starting point for continued research, revisions, consultation, and more work to
include deeper research into the intersectional barriers students face when seeking employment
on campus. Community Activist and ECU alumni, Mickey Morgan states, we must think of
“accessibility as an ongoing call and respnse. A supporting exchange.”(Morgan). In order to do
disability justice work, we need to continue to build deeper and more healthy relationships with
disabled co-workers, activists and community members and hold ongoing conversations about
access needs. Self identified “disabled author1” Gail Betz reminds us that “any institution looking

1

People with disabilities identify in a wide variety of ways. “Identity first” and “person first” language are
just two examples of the ways in which folks choose to name and speak about themselves. It is important
to take cues from the people you are talking and working with and, if appropriate, to ask questions about

to foster an anti-oppressive culture must be proactively thinking about disability justice and the
recruitment and retention of library workers with disabilities” (Betz). Neurodivergence and
disability are positives within a workplace. Having a diverse workforce leads us to a more
creative workplace culture in which all people can contribute their unique perspectives and skills
to benefit our community.

How the person would like to be spoken about and with. This is a good resource to learn more:
https://thebodyisnotanapology.com/magazine/i-am-disabled-on-identity-first-versus-people-first-language/

Informing Job Descriptions and Postings
As a first step, we invite the employer to examine the true needs of the position. What flexibility
can be offered to students? The following list is not exhaustive, but is intended to allow an
employer to explore what they can offer a student worker.
●

●

●
●
●
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●

Be fully transparent in the scope and remuneration. If the pay is an hourly rate, list it in
plain language. For contract jobs, an estimation of hours or a full description of all
deliverables should be included.
Is flexible scheduling possible? Some examples include flexible start and end times,
break length and number of breaks, or setting the number of hours worked across a
specific time period (24 hours, a week, a month)
Could the job be split between two or more individuals?
Can work take place from home or a remote location?
Is there flexibility to offer the job as either a Co-op Placement, Directed Study, or a
Research Assistantship? Can the student choose?
Who can apply for this job? Full or part time student, student on an approved leave,
unclassified student, student auditing a course?
○ Questions regarding eligibility for different kinds of student work can be directed
to hr@ecuad.ca.
Can the employee have some agency in defining the job itself or is the nature of the job
set?

Recommendations for Job Descriptions
●

List only mandatory skills for a job. Focus on describing tasks the worker needs to be
able to perform instead of a long list of potentially desirable attributes. Be explicit about
what can be learned on the job versus what the applicant needs to know, or have
experience with, prior to starting the job.
● Be fully transparent about the potential for flexibility and the concrete needs of the
employer. What is the work that needs to happen? Be honest.
● Clarify which aspects of the role needs to be synchronous (firmly scheduled),
asynchronous (flexibly scheduled or work from home).
● Is there a way to visually represent the position? For example, a pie chart or a pyramid
could show how much time is spent on which aspects of the job, and priorities.
● Describe the work space and social environment. Will the work be done independently or
as part of a team? What are the light and noise conditions? What is the physical nature
of the work (lifting, repetitive motions, long periods of time sitting)? What is the frequency
of interruptions?
● Define the personality characteristics that are directly related to the work. Focus on the
specific skills that will make a person successful in the role.

○

●

●

Instead of writing "good team player”, describe what that means. For example
"ability to collaborate and share ideas with others," or "ability to accept feedback
from others".
○ Instead of “good communication skills”, use “will be expected to communicate
face-to-face with other students or faculty” or “will be required to participate in
weekly team meetings."
Be flexible with deadlines when possible: Application Deadline: Anytime on ___insert
month and day + timezone___Please reach out to inquire about possible application
deadline extensions
Run the Job Description through a gendered language identifier:
https://gender-decoder.katmatfield.com/

See example of accessible job descriptions in both the Example Job Posting and Description
section and Appendix A: Examples of Accessible Job Postings

Recommendations for Job Postings

●

●

●

●

Know that folks will look in different places for postings. In addition to the Leeway
(Artswork) site, put up printed postings around campus. Places include: ECU Jobs
Bulletin Board, within departments, and via the Student Union. Promote the job on
Instagram, through Community Updates and by email. Ensure that printed and online
postings are designed with accessibility in mind.
○ Free tool which can be used to gauge language accessibility:
https://hemingwayapp.com/
○ Plain Language Writing Resource list:
https://carleton.ca/communityfirst/wp-content/uploads/Plain-Language-WorkshopResource-List.pdf
○ Other design accessibility considerations:
https://ukhomeoffice.github.io/accessibility-posters/posters/accessibility-posters.p
df
Be considerate of the labour required to apply. Are both a cover letter and a resume
necessary?
○ Consider providing a fillable form so that resume design is not a factor.
○ Clear questions can be an excellent alternative to a cover letter. Provide an
option to submit a response to specific questions, for example “Can you describe
one experience you've had that would support you in this position? Please tell us
about characteristics you possess that relate to this work?”
Where possible, allow folks to propose ideas beyond the traditional resume and cover
letter. Ask the person "how would you like to show us your skills related to the job?
Writing? Interview? Video?"
Consider forgoing the traditional application process entirely: “With an understanding
that we all have access needs and that different peoples' strength can be represented in

●
●

●

●

2

different ways, please reach out via email with a way for us to get to know you better.
This could be a resume and cover letter, a video, an audio recording, a drawing, a
request for a conversation via phone or zoom.”2
Allow for alternative ways for people to submit applications: Apply via The Leeway
(Artswork), drop off applications in person, send via email.
Ensure people know application support and interview prep is available via the Emily
Carr University Career Development + Work Integrated Learning Office:coop@ecuad.ca
| 604-844-3843 | or drop by the office inside Student Services see Appendix B CAREER DEVELOPMENT + WORK INTEGRATED LEARNING OFFICE SUPPORT
State clearly that the workplace is willing to provide support to students throughout the
recruitment and selection process. This can include assistance using the The Leeway
(ArtsWork) interface, and during the job interview (for example, providing questions in
advance.)
Provide contact information for folks who have questions at the application stage.
Encourage contact. Consider providing the contact information of a person not on the
search committee.

Cripping Job app

Example Job Posting and Description - Library
Student Shelver
POSTING

Role Title: Library Student Shelver
●
●

Application deadline: September 12th, 2022.
$XX.xx/ hour

Who is welcome to apply:
●
●
●

Full time student (degree)
Part time student (degree)
Unclassified student

Anticipated Experience:
●

●

Experience having used a University library is very useful in this position. Experience or
knowledge of the Emily Carr Library and how it is organised is helpful but can be learned
on the job.
Knowledge of the Library of Congress filing system will be essential to this work. To learn
more about how this system functions see here:
https://www.youtube.com/watch?time_continue=84&v=ozS53kEXmgE
https://www.library.kent.edu/library-congress-tutorial-call-number-and-shelving

●
●

Experience or comfort working with little direct supervision is useful.
Experience or comfort advocating for help when questions arise is useful.

Location and Number of hours:
●

Shelvers need to work a set weekly schedule of between 2 and 8 hours per week. Due
to the risk of repetitive strain, we do not recommend that Shelvers work single shifts

●

●

longer than 4 hours. Applicants can state how many hours they would like to work per
week or per shift in their application or interview.
There is some flexibility of working hours in this position. We will work as a team to find
a schedule that will best suit your needs, the needs of the Library and all team
members. Work must take place during library open hours:
https://www.ecuad.ca/library.
This job takes place on campus in the library - there is no opportunity for working from
home in this position.

Compensation:
●
●
●
●

This is a Student Monitor position, which will be compensated at $XX.xx/ hour
Students are paid for the hours they work and are paid a percentage in lieu of vacation
and benefits.
As per new legislation - all workers are entitled to 5 sick days per year.
Students receive one 15 minute paid break for each 4 hour shift worked. We can
accommodate flexibility in break length and number of breaks taken by altering the start
and end times of a shift. Breaks in addition to the 15 mins for each 4 hour shift will not be
paid.

How to apply:
Applications are due anytime on or before September 12th, 2022. Please reach out to inquire
about possible application deadline extensions if needed.
Applications should take the form of a resume and introduction and/or cover letter.
●
●

Resume should be text based. We encourage you to include lived experience,
volunteer experience and skills developed outside of paid work if relevant.
Introduction/cover letter can be a written letter, a voice note/audio recording or
video. When thinking about the introduction/cover letter, if helpful, consider these
two questions:
○ Can you describe one experience you've had that would support you in
this position?
○ Please tell us about characteristics you possess that relate to this work?

Please apply via The Leeway (Artswork): https://theleeway.ca/
OR
Drop off your application at the Library Service desk

OR
Email the Library Coordinator your application directly at esomers@ecuad.ca.
Application support is available via the Career Development + Work Integrated
Office:coop@ecuad.ca | 604-844-3843 | or drop by the office inside Student Services
Contact Us: If anything about this posting or process is confusing or unclear please let me
know and I am happy to provide communication in different ways including using clearer
language, phone call, voice or note or plain text. Emma Somers, Library Operations Coordinator
esomers@ecuad.ca

Job Description - Library Student Shelver

Description:
In this job you will learn and become familiar with the Library of Congress Classification System,
how the Emily Carr University Library is organised, how to shelve books, and you will help us
keep the library organised and usable for patrons.
Tasks will include:
○
○
○
○
○

Communicating with library staff about what work needs to be prioritised.
Organising the books on carts in “call number” order based on the Library of
Congress Classification system.
Shelving items on carts into the ECU collection. Aligning and shifting books as
you work.
Shelf reading. This involves closely looking at the “call numbers” of items on the
shelves to insure that no items are misshelved or out of place.
At times there will be special projects or additional work assigned. Shelvers will
be consulted, and new projects will be discussed openly to ensure there is
interest. Examples include shelving within special collections, cleaning
keyboards, shifting books to create more space on shelves, searching for items.

Physical Aspects of the job:
This job is physically demanding. It requires you to stand for long periods of time, bend or
crouch down, lift heavy items above your head, and push heavy carts.

○

○

●

Some ways that workers have made this work better for their bodies include:
using stools to provide better reach. Sitting while working at lower levels. Using
two hands to lift or lower books, putting fewer books on carts so they are less
heavy. Taking additional breaks and working shorter shifts.
The light and sound levels in the library can be unpredictable. Some ways that
workers have mitigated this are: scheduling shifts during less busy times in the
library, wearing headphones and listening to music or podcasts while they work,
wearing sunglasses.

Conversations with the Operations Coordinator about your needs and what helps you
find work more comfortable or accessible are encouraged.

For more information about general accessibility in the library see here:
https://guides.ecuad.ca/accessibility/library

Support we can offer you:
●
●
●

Training will be provided by the Library Operations Coordinator and additional support
from any library employee can be accessed whenever needed.
We encourage workers to communicate how they learn best so training can be well
suited to their individual needs.
We seek to provide you with:
○ Reasonable and clear workload, communication of expectations, supportive
training.
○ Attention to Occupational Health and Safety, support and resolution of ergonomic
concerns.
○ Consistent check-ins and conversations about access needs. These can take
place with your supervisor in person, via email, phone or via voice note.
○ Opportunities for relationship building with our team and community.

Informing Job Interviews
Before the Interview
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When inviting a student for an interview or other proposed selection process, describe
what the interaction will look like. Consider providing a written agenda for the interview.
○ Some helpful information to provide includes whether it will be a question and
answer session, how many interviewers will be involved, and a description of the
space where the interview will occur.
○ Will the student be asked to wear a mask? Will the interviewers wear a mask?
(COVID 19)
Interview questions can be provided in advance.
Could the person being interviewed bring a support person to the interview? Inquire if
this is something they would prefer and be clear about the role of that person in the room
(reference, note taker, silent presence)
Take a moment prior to the interview to remove any sensory distractions, especially if
requested by the applicant.
Interviews can take place in a variety of locations or asynchronously; accommodations
can be made for light levels and sound sensitivities.Adjust the traditional sit-down
interview location to an alternative location if requested. Allow the applicant to have
agency over the interview location.
○ Possibilities include going for a walk or meeting at a coffee shop; online over
Zoom or Skype; a phone interview.
Acknowledge that interviews are stressful. Being the interviewer can also be stressful.
Acknowledge that it is fine for the student to do what they need to do to cope with this
stress. State examples of accommodation strategies that your organisation can provide
at this stage.
○ E.g. Stim. Request a break. Take time to consider their answers. Ask to pass on
a question or come back to a question later.

Interview considerations
Regardless of disability or neurodivergence, people often demonstrate differences during social
interactions. This can be particularly noticeable in a stressful environment or situation. For
example, they may have differences in eye contact or processing time, or they may provide a
great deal of information on a topic. Sitting still may not be comfortable. The Centre of
Interdisciplinary Research and Collaboration in Autism (CIRCA) recommends that we embrace
differences in interaction style and allow for the following:
●

Differences in eye contact: Depending on the person, eye contact can be absent,
momentary, or prolonged.

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Long pauses: Some people take longer to process questions and articulate their
responses. Allow for long pauses.
Prompt the candidate: Some candidates may respond with quick, single word answers.
Prompts from the interviewer to expand on the topic are appropriate (e.g., "Please tell
me more about that").
Interrupt if required: Tell a candidate if they are speaking in too much detail on a single
question (e.g., "Thank you, you’ve told me enough information about that now, and I’d
like to ask you another question").
Allow the candidate to move their bodies as needed: be explicit that it is ok for them
to move, to stim, to stand up, to self soothe.
It is helpful to many people if the interviewer receives an answer positively, smiles or
acknowledges the answer in an encouraging way (CIRCA).

Interview Considerations and Sample Questions
Considerations
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Remember to give candidates some agency when selecting an interview location. When
provided with access needs, ensure these are met. Communicate clearly with
candidates in advance about any potential barriers that can not be altered or predicted,
such as noise or lighting.
If the interview will go over 30 mins, provide breaks for the applicant. Let them know
when the breaks will be and for how long. Set a timer.
When you write your interview questions, think about what you are trying to find out.
Have an in depth discussion with your committee about your honest criteria for your
applicants.
Invite the applicant to write some of their own questions to be asked at the interview. Ask
them to submit three questions.
Design the interview questions to provide your student with confidence. Don’t ask all the
most difficult/situational questions in a row.
Consider providing the questions in advance of the interview. A week or a few days prior.
This is very helpful to most people and especially helpful to folks with disabilities.

Perhaps most importantly, the hiring committee needs to think about how they develop criteria
for making a hiring decision. What is it that really matters to us? What is it that truly matters to
the work of the job? How do we try to create evaluation criteria that is non-discriminatory? This
work should be done early in the process and agreed upon by all members of the hiring
committee in advance of the interviews.

Sample Questions
What year are you in and what is your area of study?
○

Intended as an easy question where they are the expert. Helps to ease into the
interview and get to know them better.

What ways do you learn best? (Written instructions? Verbal instructions? Being shown?
Practising? Video? Visual diagrams? Other? What tools, apps or technologies help you
do that? Any recommendations for us?
○

May help you tailor the interview process to meet the needs of the applicant. Will
give you an idea of how best to train the applicant.

Tell us a story about a workplace, community role, or self-initiated project where you
thrived? What were the conditions of the work or the work environment that allowed you
to thrive?

○

Allows for the applicant to express their strengths and what type of work they
enjoy or suits them best.

Tell me about the most challenging aspect of your last job/volunteer/social
interaction/community role, or self-initiated project? How did you meet this challenge?
○

Intended as: What do you struggle with? What barriers have you faced and
overcome?

Employees in this job are asked to; push heavy carts, stretch up to the top shelves and
reach down to the bottom shelves. Hold heavy art books and place them on the shelves.
Do you feel you will be able to meet these physical requirements? If not, do you have
ideas of how the work could fit with your abilities? Some strategies our team members
have used include - moving slowly, using a step stool, making two trips vs one, adding
fewer books to the cart to begin with.
○

This is an example of a question that gets at the physical reality of the job.
Include any examples of how different bodies can be accommodated to do this
work - e.g. how we try to prevent harm to workers through frequent breaks and
changing types of tasks over the course of the shift, etc.

What excites you about this position? What are you unsure about?
●

This provides a framework to the applicant to express their feelings about the
position.

Recommended by the Centre for Interdisciplinary Research and
Collaboration in Autism UBC
Tell us about a time when you have taken steps to ensure that everyone (in your class, on
your team, in your organisation) felt included. Describe the situation, the actions you
took, and the outcome.
○

It is great to include a question on the topic of inclusion.

Give me a specific example of how you feel you can contribute to the Library.
Or
Tell me one or two things that you are good at that will help you in this job.
○

These questions can allow the student to say why they really think the job is a
good fit for them.

In this job you will be required to do xxx and xxx and xxx. Of these tasks tell me what you
are best at and what you find more challenging?

○

This question could allow for an honest conversation about both strengths and
challenges.

Coming to work can be stressful! Tell me about an experience in your last job/volunteer
work/course work where you felt stressed. What care practices do you find helpful? Is
there a way we can support you as a team and build a network of care together?
○

This would be an appropriate question for a job that may have stress or pressure
associated with the work.

Tell me about a time that you worked on a project/task with other people, what did you
like about it?
○

Assessing the applicant's desire or skills in working with others/teams.

We are near the end of the interview and I have asked you many questions. Do you have
any questions for me specifically about the job, the work that is involved, our time-line
for hiring or next steps? 3

3

Centre for Interdisciplinary Research and Collaboration in Autism

https://circa.educ.ubc.ca/about/

Hiring and Onboarding
Once a decision is made, email all the candidates to let them know the outcome.
●
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For the unsuccessful candidates, provide examples of strengths they displayed in the
application and interview process. Provide a reason for non-selection.
Contact the successful candidate, let them know that they are hired and why you
selected them.
Provide clear information about first shifts on the job, stages of training and what that will
look like for the applicant.
Ensure the student knows that we are open to continuing the conversation of how they
learn best and what adjustments might help them.
○ Supervisors should continuously strive to create a work culture where staff can
request adjustments - have discussions at staff meetings, daily check ins, one on
one meetings.
Include standard wording in all offer letters to ask about adjustments that are needed in
order to be successful and productive at work. If adjustments are requested and
confirmed, ensure that they are in place on the first day.
○ To get the conversation started, you may consider providing a list of examples of
adjustments that are currently being used in the workplace. Remember that these
conversations need to be revisited over time, especially as an employee's job
tasks change.
Ask "Let me know if you choose to share information about a disability, impairment, or
challenge, so that we can support you in this position.” Ensure employees understand
their rights to confidentiality and the processes in place at the University to protect their
privacy.
As training takes place, ensure that the student feels connected to the staff and has
space and time for questions, work adjustments, feels included in the department
community, has space to learn and grow skills, and can get feedback in a way that is
beneficial for them.
Clearly communicate limits of capacity for flexibility in the role.
After some time in the work environment, get feedback from the hired person, after some
time in the work environment, on the stages of the hiring process and what we could do
better or think about differently.

Retention
●

Create a work climate that is inclusive - allow for all employees to have creative
accommodations/work adjustments. Look at these informal accommodations not as
special treatment, but as a best practice that is beneficial to everyone. See Appendix G:
Examples of workplace flexibility.

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Note: “creative accommodations” or workplace flexibility is different from legal
accommodation. A legal accommodation requires input from the Human
Resources team and is subject to both policy and human rights legislation.
Do weekly check ins, start of shift check ins. Create space to discuss needs.
Celebrate differences and innovation. Especially when it comes to relieving job
stressors. Share and celebrate creative adaptation.
Create a workplace which normalises people taking time to stim, to turn off, take breaks
and generally do what is best for their own body.
Be clear about flexibility around schoolwork, life, and health. Make it safe for employees
to voice what they need.
Flexibility is the basis of an inclusive workplace culture. Allow for modification of duties,
flexible work hours, different job types (e.g., casual work, part-time work, permanent
full-time work), work sharing, an increase in the number of breaks, and/or allowing for
mobile or remote work where possible.
Encourage all employees or new hires to share their preferred ways of connecting with
others during the work day, giving and receiving feedback, and so forth.
Consider including something in your email signature that invites people with disability in
and works to break down abilist culture See Appendix D - Examples of Accessibility
Statement in Email Signatures

Appendix A: Examples of Accessible Job Postings
Sample 1
The following is the unfinished product of a writing workshop named “Systems Change:
CRIPPING JOB APPLICATIONS: Self-Organized, Peer-Supported, CommUnity-Driven
Care Initiatives.” This work was done by Kaitlyn Beugh, Kate Giles,Taryn Goodwin, Em
Luddington, Stephanie Schneider, Emma Somers, Rachelle Sawasky, Arletta Tyzo.These ECU
community members met and collaborated through the Emily Carr Disabled And
Neuro-Divergent Artists Collective. This small group of folks worked to draft a rewrite of a
Canada Council for the Arts Internship Opportunity - the original unedited text from the posting
can be found here:
Canada Council for the Arts National Educational Association of Disabled Students // FB P…

Re-write of Canada Council for the Arts Internship Opportunity
- unfinished - Oct/Nov 2021)

Role Title: Disability Events + Projects Assistant
For/Context: Canada Council for the Arts’ “Expanding the Arts II: Disability Expression +
Engagement” Initiative

Where: Local/Remote

Duration: 16 weeks (start date to be discussed)

Workflow: 14 hours per week (flexible, to be discussed and self-determined)

We welcome you to apply if you:
●

Are a post-secondary student (e.g.. full-time, part-time, low-res, on/approved for leave of
absence)

●

Identify as Disabled (diagnosed or self-diagnosed). Examples of Disability include, but
are not limited to:
○ Acquired brain injury
○ Chronic health/pain conditions
○ Mental health difficulties or illness
○ Neurodivergence (e.g.. autism spectrum)
○ Neurological
○ Physical
○ Sensory (speech, hearing, visual, tactile)
○ Temporary disabilities

Compensation: $24.77/hour
* Qualifies for co-op credits

How We Define “Internship”, i.e. What You Can Expect From Us:

●
●
●
●
●

A supportive growth- and opportunity-focused professional relationship and mentorship.
Collaborative, flexible goal-setting, informed by our key initiatives and your interests,
skills, and lived experience.
Reasonable and clear workload, task, and communication expectations, given position
time frame and compensation.
Consistent check-ins to grow and hold relational/mutual trust and accountability.
Introduction to this industry sector, relationship-building with our team and community,
and access to learning, training, and professional development resources.

Internship Description:

In collaboration with the Disability Arts Officer, the Disability Events + Projects Assistant will
engage in administrative tasks, prepare internal and external communications, and organize
and inform key components of upcoming events and projects (as per the Expanding the Arts II:
Disability Expression + Engagement Initiative).

Key Responsibilities:

●

●

●

Engage in and prepare introductory research about diverse best practices
for/approaches toward Accessibility
○ May include: Intersectional and cross-cultural complexities and accountabilities,
digital or analogue tools or technologies, interpersonal and communicative
inclusive considerations, prevention of and resistance to harmful norms, etc.
○ Share-back learnings via written or spoken reports, (video or live) presentations,
visuals or diagrams, etc.
Develop an Outreach Package or Strategy to develop and enhance relationships with
disabled artists and disability arts communities
○ Develop and deliver an accompanying Info Session Presentation to disabled
artists and disability arts communities
Support the organisation of five (5) online public gatherings, intended to provide
information regarding advancement opportunities for disabled artists and disability arts
communities within Canada/via Canada Council for Arts
○ Gather information about the online gatherings’ participants’ diverse needs to
ensure accessible virtual spaces, information, and relationship-building.

Anticipated Experience:

●

●

●

Online event planning and accessibility support:
○ Project workflows and deadline/task-management
○ Insight into accessibility best practices
○ Communicating with stakeholders, participants, and organizers
Possess knowledge of and interest in the following areas:
○ Disability community and the arts
○ Disability theory and justice
○ Equity and inclusion
○ Anti-racism and decolonization
Administrative skills (multimodal):
○ Clear and accountable communication practices
○ Information organisation, presentation, and dissemination
○ MS Office (Excel, Access, Word, and PowerPoint), or other word or data
processing platforms or software

Sample 2

Sins Invalid
Disability Justice Trainer (0.5 FTE)

Job type:

20 to 25 hrs a week

Compensation: FTE $50K-$55K, DOE, plus health allowance
Reports to: Executive Director & Development Director
Application Deadline: January 17th at 6p PST or until position is filled.
Desired Start Date: Immediately

About Sins Invalid:
Sins Invalid is a disability justice based performance and movement building project that
celebrates artists with disabilities, centralizing artists of color and queer / trans / non-binary
people as members of communities who have been historically marginalized. Conceived and
led by disabled people of color, we currently house two programs:
(I) Our cultural program develops and presents cutting-edge work in which normative paradigms
are challenged, offering instead a vision of justice and beauty inclusive of all individuals and
communities. This program includes multidisciplinary home performances by people with
disabilities for broad audiences; online performance screenings; performance workshops for
community members with and without disabilities; IG and Facebook programmatic activities;
distribution of our self-titled film through New Day Distributors; collaborations with other
producers and creatives; and the creation of graphics which center the lives and experiences of
disabled people of color and queer / trans / non-binary disabled people.
(II) Our movement building program offers political education workshops for community based
organizations, foundation partners and educational organizations that share our commitment to
social justice principles as a means of integrating analysis and action around Disability Justice;
a Disability Justice primer entitled Skin Tooth and Bone – The Basis of Our Movement is our
People; and strategic partnerships to uplift inclusion of disabled people of color and queer /
trans / non-binary disabled people within a disability justice framework. Sins Invalid has recently
launched a Language Justice Initiative, thus we use a language justice framework to promote
just communication across languages.

Position Summary:
The Disability Justice Trainer will work under the supervision of the Executive Director in
collaboration with other members of the Sins Invalid staff team to expand the organisation’s
Disability Justice political education and movement building reach and impact. The Disability
Justice Trainer will provide virtual trainings and workshops, and represent Sins Invalid at
conferences and panels as needed. When COVID-safe, the Disability Justice Trainer may
represent Sins Invalid through in-person trainings, workshops, and/or presenting at community
events and conferences. The Disability Justice Trainer also maintains collaborative
relationships with a wide range of community-based organisation and movement partners.

Responsibilities:
●
●
●
●
●
●
●

Support scheduling, tailoring and facilitating Disability Justice workshops/trainings
Facilitate Sins Invalid meetings and internal trainings as needed.
When circumstances are COVID-safe, present at community events and/or conferences
as needed.
Develop materials for and conduct evaluations, maintain statistical data, and complete
data entry for presentations and programs.
Participate in the development of new DJ education curricula and materials in response
to emergent movement building needs.
Ensure that all trainings provided meet the Disability Justice access and Language
Justice needs of participants.
Attend team and organisational meetings and participate in organisational committees
as needed.

Qualifications:
Training and Facilitation Experience
●

Minimum of three years experience providing trainings, presentations, and facilitation in
diverse settings ranging from cross-sector movement-based and community-based
spaces, to non-profit, philanthropies, universities, and conference arenas.

●

Experience working in mixed ability, multiracial, multi-gendered environments, as well as
in the Disability Justice movement sector and/or other related movement-based sectors

●
●

Experience in curriculum development.
Experience in using art, cultural, and popular education pedagogies to educate.

Commitment to Self and Community Care
●
●
●
●
●

●

Ability to collaborate closely and skillfully receive and integrate feedback.
Ability to work well under pressure, to assess group dynamics, and manage conflict.
Ability to work independently with limited supervision as well as collaboratively with a
team, especially in regards to curriculum development and facilitation.
Ability to work with and relate to diverse staff and training participants.
Ability to recognize one’s access support and self-care needs and to seek support as
needed.
Exceptional interpersonal communication skills and commitment to collaborative and
principled conflict resolution.

Other Required Skills and Experience
●
●

Excellent public speaking, teaching, and organisational skills.
Bilingual in Spanish or ASL.

●

Outstanding organisation and time management skills, including ability to set own
goals/timelines and meet deadlines independently.

●

Excellent and creative problem solving skills aimed toward finding solutions and
supporting the Sins Invalid team.

●

Superb written skills, accuracy, attention to detail, and the ability to proof own work

●

Proficiency with Mac systems, Word, and Excel and experience using FileMaker Pro,
Adobe Creative Suite, Canva Pro, and other design applications

Commitment to:
●

Intersectional Disability Justice framework and movement building.

●

Anti-racist and anti-ableist principles and practices.

●

Understanding and practising cross-disability solidarity.

To Apply:
To apply, please send an email to info@sinsinvalid.org and write “Disability Justice Trainer,” as
well as your name in the subject line.
Please include two attachments as PDFs:
(1) Cover letter including your: (a) full contact information, (b) your experience doing
training in social justice or related sectors, (c) the reason you are interested in this
position, (d) your familiarity with Sins Invalid, (e) the unique experience, skills and
qualifications you offer to this position and to the organization, and (e) 2-3 brief
overviews of trainings you created curriculum for and/or have provided.
(2) Resumé with relevant experience, and three professional references.

Applications without these two components will not be considered.
Due to the high volume of applications, only those selected for further discussion will be
contacted. Please, no phone calls.
Application Deadline: January 17th, 2022 or until position is filled.
Sins Invalid is an equal opportunity employer. Applications are strongly encouraged from Black
and Indigenous people, People of Color, people with disabilities, trans and gender non-binary
people, LGBTIQQ people, women, immigrants, and people
living with HIV/AIDS or other chronic illnesses.

Appendix B - ECU Career Development + Work
Integrated Learning Office Overview
The Career Development + Work Integrated Learning Office (CD + WIL) connects students and
alumni with employers in the creative industries and assists them with strategies, skills, and
pathways to employment.
We offer one-on-one support to help students with their career goals and we provide support
with the following:
●
●
●
●
●
●
●
●

Resume creation
Cover Letter composition/proofing
Demystifying employment pathways and processes
Job search strategy
Networking strategy
Interview prep
Negotiation
WIL/Co-op support + administration

These supports are offered via a variety of mediums and delivery, including: pdf resources,
video presentations, regular in-person programming, email advising, and one-on-one advising.

ARTSWORK @ THE LEEWAY

All students + alumni have access to Artswork @ The Leeway, Emily Carr’s online career +
mentorship hub, designed to connect students + alumni for mentorship + collaboration, and
provide professional opportunities with artists, creative professionals, and industry. The site also
features career + professional development resources, events, an opportunities board, and a
mentorship module to connect students with alumni for sector specific advice, networking
support, and guidance.
This site’s opportunities board can be viewed to find: jobs, experiential learning, collaborations,
calls for submission, residencies, job fairs, recruitment events, collaborations, resources, videos,
and helpful links.
You can also:
-

Create a personalized profile with your artist statement, CV or resume

-

Upload your portfolio

-

Access career resources

-

Find career related events

-

Connect with other creatives and industry

The CD + WIL Office provides assistance in getting signed up and navigating Artswork @ The
Leeway for both students and alumni.
WORK INTEGRATED LEARNING/CO-OP SUPPORT
Emily Carr supports Work Integrated Learning (WIL)/Co-op opportunities, allowing students to
gain valuable work experience, receive professional mentorship, and earn academic credits,
while applying their knowledge and skills in the fields of media arts, visual arts and design. WIL
opportunities are available as open elective/studio credits in the last two years of a student’s
degree program.
The Career Development + WIL Office can assist students in verifying eligibility, identifying
available credits, as well as preparing, finding, applying for, proposing, and processing the
paperwork for WIL/Co-op opportunities. While there are semester-based deadlines, these are
flexible and we encourage students to contact us at any time if wish to explore this as an option.

EMPLOYER SUPPORT
The Career Development + Work Integrated Learning Office works with employers to promote
our students and alumni and to encourage transparency, and meaningful opportunities on the
Artswork @ The Leeway opportunities board.
We have defined posting criteria listed for employers that includes:
●
●
●

Links to the BC Employment Standards Act, Graphic Designers of Canada Code of
Ethics, and CARFAC compensation recommendations for creative services.
Recommended hourly pay rates for students ($18 - $26/hr)
Posting guidelines that prevent postings from organizations that:

o Charge student applicants directly for services
o Require a financial investment on the part of the applicants
o Offer compensation that is primarily based on commission

o Offer compensation that is primarily based on speculative work
o Offer volunteer opportunities and are not a registered charitable organization
or not-for-profit organization
o Offer field experience (formerly co-op) opportunities that are not
compensated
o Third party postings that do not disclose the employer’s information

CAREER DEVELOPMENT + WORK INTEGRATED LEARNING OFFICE
CONTACT US
coop@ecuad.ca
604-844-3485
Or stop by the office. We are located inside Student Services, across from Reception

Appendix C - ECU Student Employment and Service
Policy

Appendix D - Student worker rate of pay - June 2021

Appendix E - Examples of Accessibility Statement in
Email Signatures
Below is a non-exhaustive list of examples of email signatures which can be used to signal that
you have a disability that may affect your response time and for those who wish to communicate
better with folks with disabilities.
●
●
●

“Yours in slow beginnings for sustainable endings” (Taryn Goodwin email communication
May 28, 2022).
“My approach to time, participation, and relationship is cripped/destabilizes/decentres
ableist norms" (Em Ludington Zoom Chat, March 22, 2022)
“If you have an accommodation need for a planned meeting, please email me directly
and I will do my best to make appropriate arrangements. Should you require any
materials sent via email in an alternate format, please let me know.”(Kate Ringald)

The following are from https://www.instagram.com/p/B6--HRhAeeV/?hl=en) and are offered as
examples produced through collaborations with @bella.milroy and @invalid_art.
●

●

For a person with disabilities:
○ “A big trigger for my internalised ableism is any form of correspondence emails,
text and replying messages. It easily makes me feel shame guilt and failure. It
gives me a feeling that I can not meet the expectations of an immediate
response.”
○ “I try hard to centre all my communication on my own terms and remind myself
that me pace is valid”
○ “Due to the nature of my disability it often takes me longer to respond to
messages, thank you for understanding”
○ “Due to the fluctuating nature of my disability, it may take some extra time for me
to respond to emails”
○ “I take longer to respond to emails”
○ “I work irregular hours so response times will vary”
○ “It takes me longer to reply to emails but I am happy to be prompted if it is an
urgent matter”
For allies who wish to communicate better:
■ “I am keen to be an inclusive communicator, if you have any communication
related access needs please feel free to share”
■ “”Please feel free to state access needs and respond when possible if needed”
■ “If anything about this email is confusing or unclear please let me know and I am
happy to provide communication in different ways including using clearer
language, phone voice note or plain text.

■
■
■
■

“If you need to take extra time to respond to my emails due to disability or illness
please do not worry or apologise”
“I acknowledge that many people have fluctuating access needs and do not
require an immediate response”
“This message does not require an urgent response, please respond at your own
pace”
“Please don’t feel the need to ever apologise for responding at your own pace”

Appendix F: Examples of workplace flexibility
Below is a list of informal accommodations in place amongst staff at the Emily Carr University
library as of August 22, 2022
-

Treat each other in an encouraging manner.

-

Normalize talking about strengths and areas where we appreciate support.

-

Space to ask for help “talking through” a process or idea.

-

Clarity of when a person is asking for supportive editing of written work VS when they
are only asking for content feedback.

-

Allowing for folks to have discomfort in tasks (like public speaking or chairing a meeting)
and to attempt to do it with and through their discomfort.

-

Normalize discussions of mood and things that may be affecting productivity.

-

Allow for different types of behaviour, comforts, acknowledgments. It’s OK not to say Hi.
It’s also great to need to chat. It’s OK to tell someone you are too busy to chat.
participation.

-

Allow folks to be themselves.

-

Explore creative solutions to work challenges (new processes that work better for worker
or team).

-

Look at different ways to explain new tasks or teach new things (visual, walk through,
practice, video, written instructions etc).

-

Attempt to allocate projects with thoughtful discussion around time, strengths and
interests.

-

Flexibility with duty/task/desk coverage and support - compassionate and caring back up
when requested.

-

Clarity about deadlines and if they are flexible or hard.

-

Normalizing saying no to projects, meetings etc if overwhelmed/too busy.

-

Valuing interdepartmental relationships and connections as meaningful for the library.

-

Supportive collaborations encouraged.

-

Support of learning - PD, courses, finishing degrees, taking on new programs. Work to
integrate new learning into job/group learning.

-

Some flexibility in scheduling - start/end times, break lengths, medical appointments.

-

Flexibility and compassion for child care, elder care, family illness.

-

Attempt to facilitate last minute vacation/PD requests.

-

Requests for alternative work schedules (fortnights, WFH, temporary reduction in work
hours) are considered carefully and worked to accommodate.

-

Encouraging a culture of taking sick time when needed. Prevent a culture of co-workers
questioning absences for legitimacy.

-

Speak openly where the person is comfortable about health needs (eg menstrual cycles,
moods, depression, sleep, feeling run down)

-

Snacks and food are available via staff who generously make costco runs on her own
time. Reimbursement can be IOU.

-

Ergonomic needs are taken seriously. Provision of ergonomic equipment where
requested.

-

-Health and safety needs are taken seriously. Working with OH+S Committee
encouraged.

-

Lighting levels adjusted and accommodated for persons needs. Lamps on tables and
overhead lights low in shared work space.

-

Sharing of personal offices when not in use.

-

Napping space/stretching spaces (when available).

-

Space heaters to accommodate different temperature needs.

-

Sitting and standing options at the circ desk.

-

No dress code (other than health and safety considerations) to allow for comfort and self
expression.

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