This document was developed as a reference document for voluntary use. The voluntary guidance found in this document should not be interpreted as replacing or superseding, in whole or in part, obligations that entities must comply with. Also, fulfilling the voluntary guidance found in this document does not automatically fulfill obligations. These obligations include any obligations found in legislation, regulations, policies, directives, codes and/or other instruments that may apply to entities. It is the responsibility of users of this document to judge its suitability for their particular purpose.This document is provided without any representations or warranties of any kind. In no event shall Accessibility Standards Canada, its contractors, agents, employees, directors, or officers, or His Majesty the King in Right of Canada, his employees, contractors, agents, directors, or officers be liable for any damages, injury, loss, costs, or expenses, however caused, arising out of or resulting from access to or possession or use of this document.As between Accessibility Standards Canada and users of this document (whether it be printed, electronic or alternate form), Accessibility Standards Canada is the owner of all copyright and moral rights contained herein. Additionally, Accessibility Standards Canada is the owner of its official mark. Without limitation, the unauthorized use, modification, copying, or disclosure of this document may violate laws that protect Accessibility Standards Canada and/or others’ intellectual property and may give rise to a right in Accessibility Standards Canada and/or others to seek legal redress for such use, modification, copying, or disclosure. To the extent permitted by law, Accessibility Standards Canada reserves all intellectual property and other rights in this document.Users are only authorized to load this document onto a computer for the sole purpose of reviewing it, search and browse this document, print this document if it is in an electronic format, and disseminate this document for informational, educational, and non-commercial purposes. Users shall not and shall not permit others to alter this document in any way or remove this Legal Notice from the document, sell this document without authorization from Accessibility Standards Canada, use this document to mislead any users of a product, process or service addressed by this document, or reproduce all or specific portions of this document within a publicly available standards document or work without Accessibility Standards Canada’s written authorization.If you do not agree with any of the terms and conditions contained in this Legal Notice, you must not load or use this document or make any copies. Use of this document constitutes your acceptance of the terms and conditions of this Legal Notice.

Note: This document was developed as a reference document for voluntary use. The voluntary guidance found in this document should not be interpreted as replacing or superseding, in whole or in part, obligations that entities must comply with. Also, fulfilling the voluntary guidance found in this document does not automatically fulfill obligations. These obligations include any obligations found in legislation, regulations, policies, directives, codes and/or other instruments that may apply to entities. It is the responsibility of users of this document to judge its suitability for their particular purpose. This is a jointly developed technical guide between Accessibility Standards Canada and Public Services and Procurement Canada.Accessibility Standards Canada develops equity-based accessibility standards and guidance. Accessibility Standards Canada seeks to create inclusive standards that can impact all persons with disabilities while recognizing their intersectionality and expertise. Accessibility Standards Canada is sharing this technical guide so that organizations can begin implementing this guidance in their work while a standard in this area is being developed. This technical guide focuses on areas where people with disabilities face barriers in the procurement and the services acquired through procurement. Equity refers to fairness, justice, and freedom from discrimination. Equity recognizes that each person has different circumstances and focuses on enabling all individuals to achieve the same outcomes.Public Services and Procurement Canada (PSPC) supports federal departments and agencies in their daily operations as their central purchasing agent, real property manager, treasurer, accountant, pay and pension administrator, integrity advisor, common service provider and linguistic authority. Procurement is an important area where PSPC supports the Government of Canada’s priority of a barrier-free society.The Accessible Procurement Resource Centre (APRC) within PSPC was established to help federal government buyers understand how to consider and integrate accessibility requirements when procuring goods and services. The Centre promotes awareness about the value of accessible goods and services as an important step to enhance inclusion for people of all abilities. The Centre is also a resource hub for federal government departments to support the purchase of accessible goods and services. ,

2.1 Audience

This technical guide is intended for all Government of Canada departments, agencies, and federally regulated entities, as well as anyone seeking guidance to improve accessibility in this area.

Note: This document was developed as a reference document for voluntary use. The voluntary guidance found in this document should not be interpreted as replacing or superseding, in whole or in part, obligations that entities must comply with. Also, fulfilling the voluntary guidance found in this document does not automatically fulfill obligations. These obligations include any obligations found in legislation, regulations, policies, directives, codes and/or other instruments that may apply to entities. It is the responsibility of users of this document to judge its suitability for their particular purpose. ,

3.1 General

Accessibility Standards Canada develops technical guides that align with its vision. This vision is rooted in the principles of the Accessible Canada Act and “nothing without us.” These principles reflect a commitment to breaking down barriers to accessibility that can impact all persons in Canada—especially persons with disabilities and their families, —ensuring full and equal participation in society.As part of the "nothing without us" principle, Accessibility Standards Canada promotes that accessibility is good for everyone, as it can have society wide benefits. As a result, Accessibility Standards Canada develops technical guides to promote accessibility and accessible best practices. This means that this technical guide incorporates best practices, the lived experience of people with disabilities, and information aimed at achieving the highest level of accessibility. This approach is meant to drive innovation, foster change, and promote requirements and best practices that have broad positive impacts.This approach strives to improve outcomes for all Canadians, including creating employment opportunities and solutions that contribute to Canada’s economic growth.By proactively removing barriers, these guides’ support the key accessibility principles of the Accessible Canada Act and “nothing without us”, support organizations on their accessibility journeys, and move Canada closer to being barrier-free by 2040. The technical content of this guide benefits:people with disabilities;people without disabilities;the federal public sector;the private sector;non-government organizations;Indigenous communities and,society.The guidance provided in sections 4 through 6, support the goals of the Accessible Canada Act. ,

3.2 Accessible Canada Act

The Accessible Canada Act provides a framework which allows for the proactive identification, removal, and prevention of barriers wherever Canadians interact with areas under federal jurisdiction. It puts in place mechanisms that would systematically address accessibility. The purpose of the Accessible Canada Act is to make Canada barrier-free by January 1, 2040. This involves identifying, removing and preventing barriers in federal jurisdiction in the following priority areas:employment;the built environment (buildings and public spaces);information and communication technologies;communication, other than information and communication technologies;the procurement of goods, services and facilities;the design and delivery of programs and services; andtransportation (airlines, as well as rail, road and marine transportation providers that cross provincial or international borders). ,

3.3 Accessible Canada Act consultations

To inform the development of the Accessible Canada Act, in 2016 to 2017 the Government of Canada undertook the largest and most accessible consultation on disability issues that Canada has ever seen. Over 6000 Canadians and over 90 organizations shared their ideas about an accessible Canada. Participants wanted the legislation to apply to all areas under the control of the Government of Canada and that Canada should become a leader in accessibility. While participants acknowledged that the development and implementation of some standards will take longer than others, they noted guidance should be clear and any accessibility requirements should lead to positive lasting change.The “nothing without us” principle means that people with disabilities are engaged and involved in the identification, prevention, and removal of barriers. This also means consulting and working closely with people with disabilities, diverse disability communities and other experts to develop accessibility guidance to remove barriers. The principle of “nothing without us” drives everything we do at Accessibility Standards Canada, including relying on the knowledge and experiences of people with disabilities in the development of accessibility guidance. ,

3.4 Key Accessible Canada Act principles

The Act is to be implemented in recognition of, and in accordance with, the following principles:everyone must be treated with dignity;everyone must have the same opportunity to make for themselves the life they are able and wish to have;everyone must be able to participate fully and equally in society;everyone must have meaningful options and be free to make their own choices, with support if they desire;laws, policies, programs, services, and structures must take into account the ways that different kinds of barriers and discrimination intersect;persons with disabilities must be involved in the development and design of laws, policies, programs, services, and structures; andaccessibility standards and regulations must be made with the goal of achieving the highest level of accessibility. ,

3.5 United Nations Convention on the Rights of Persons with Disabilities

Canada joined the United Nations Convention on the Rights of Persons with Disabilities in 2010. The United Nations Convention protects and promotes the rights and dignity of persons with disabilities without discrimination, and on an equal basis with others. Parties to the United Nations Convention on the Rights of Persons with Disabilities are required to promote and ensure the full enjoyment of human rights of persons with disabilities including full equality under the law. The United Nations Convention on the Rights of Persons with Disabilities has served as the major catalyst in the global movement towards viewing persons with disabilities as full and equal members of society. The human rights approach has moved away from viewing persons with disabilities as subjects of charity, medical treatment and social protection. The United Nations Convention on the Rights of Persons with Disabilities, the Canadian Charter of Rights and Freedoms and the Canadian Human Rights Act were foundational human rights frameworks that support equity on which the Accessible Canada Act was built.

Note: This document was developed as a reference document for voluntary use. The voluntary guidance found in this document should not be interpreted as replacing or superseding, in whole or in part, obligations that entities must comply with. Also, fulfilling the voluntary guidance found in this document does not automatically fulfill obligations. These obligations include any obligations found in legislation, regulations, policies, directives, codes and/or other instruments that may apply to entities. It is the responsibility of users of this document to judge its suitability for their particular purpose. Whether you are a business owner (such as a client department, agency, or technical authority) or a procurement lead within an organization, this guide is intended to help you understand how to consider accessibility when defining the requirements for the procurement a service. ,

4.1 Definitions

For the purposes of this guide, the following definitions apply:End user - The final user who will use the procured service. End users can include any of the following user groups:People with disabilities.Members of the public.Businesses and private sector entities.Service contract - A contract for the provision of services, including printing services. These services are referred to as “direct deliverables.” Service contracts may also include related deliverables that support the use and delivery of the service and are referred to as “indirect deliverables.”Direct deliverables - The core service components that are purchased, contracted, or otherwise acquired by a business and that end users interact with or receive directly. This includes, but is not limited to:Professional and consulting services.Maintenance and repair services.Training and instructional services.Transportation and delivery services.Help desk services.Communication and IT support services.Example: A virtual training session delivered via a web conferencing platform.Indirect deliverables - The supporting elements that accompany or relate to the direct deliverable.Example: Progress reports, documentation, digital tools, virtual or in-person meetings, or reference materials.This guide uses the terms direct and indirect deliverables to distinguish between these components when applying accessibility requirements. Accessibility considerations apply to both. For example, even if the direct deliverable cannot be made fully accessible, accompanying indirect deliverables must still be designed to avoid barriers. ,

4.2 Roles and responsibilities

The Business owner is typically the project lead, program authority, or requestor of the service within an organization. They are responsible for defining the intended outcomes of the procurement, including the operational requirements and identifying how accessibility should be integrated. The Business Owner is also responsible for providing a clear and written explanation when accessibility requirements are not included in the specifications for a procurement.The Procurement lead, often referred to as the contracting authority, procurement officer, or buyer within an organization, is responsible for overseeing the procurement process. They are often responsible for preparing solicitation documents, ensuring compliance with legal and policy requirements, coordinating the evaluation process, and managing the contract. The Procurement Lead also ensures that the Business Owner considers accessibility and provides a written explanation when accessibility requirements are excluded from the specifications for the procurement. ,

4.3 Consultation and inclusivity

Organizations are encouraged to consult with end users, including people with disabilities, to inform the identification of accessibility requirements. These consultations can help ensure that the direct and indirect deliverables are usable and inclusive. However, it is recognized that consulting end users for every individual procurement is not always practical or required. Instead, organizations should aim to engage people with disabilities when developing standards or commodity guidance and templates for commonly acquired services, and, where appropriate, during service delivery, ensuring that accessibility needs are meaningfully considered throughout the process. ,

4.4 Note on language

Throughout this guide, “you” refers to the individual or team responsible for the activities described in each step. These responsibilities may vary across organizations but generally align with the roles defined above. In smaller organizations, one person may fulfill multiple roles, and accessibility responsibilities may be assigned based on internal capacity or external support. ,

4.5 Step 1: Defining your requirements

The first step is to understand the intended outcomes of the procurement and the operational requirements the service must meet, as well as the expected deliverables outlined in the contract. Developing a clear Statement of Work (SOW) or Statement of Requirements (SOR) will help you to consider:How end users are expected to interact with the service.What barriers they might experience when doing so.

4.5.1 Objective

The objective of step 1 is to identify the requirements for the procurement of the service. This includes not only the core functions of the service itself, but also indirect deliverables, such as instruction manuals or user guides.

4.5.2 Questions to ask yourself to help identify accessibility requirements

The following questions are intended to help you identify accessibility requirements to include in the SOW or SOR. The following list of questions is not exhaustive and will vary depending on the service you are buying.

4.5.2.1 Purpose of the service

What is the purpose of the service required? For example:Is it to conduct research and prepare a report?Is it to develop a digital product or digital content? (e.g., website, mobile application, social media posts, videos, e-learning modules)Is it to develop and deliver training sessions? (e.g., workshops, webinars, onboarding programs)Is it to provide maintenance and support or repair services for a facility or a piece of equipment? (e.g., janitorial services, printer maintenance)Will supporting documentation be included, such as instruction manuals or user guides?

4.5.2.2 End users

Who will use the service or interact with the service provider, now and in the future?External users, such as:Members of the public, including people with disabilities.Public sector employees (federal, provincial, municipal).Non-profit organizations.Businesses and private sector entities.Internal users within your organizationDo the end users include people with disabilities?Note: These considerations may overlap with step 2 which focuses on identifying barriers. However, considering a broad range of end users early in the process helps ensure barriers are fully assessed in the next step.

4.5.2.3 Information and communication requirements

Will you require written material such as reports, training materials, presentation slides, emails or communications products?Will you need to make information available online?If so, will it be accessible via:A website?A mobile application?A government portal or intranet?

4.5.2.4 Delivery and support requirements

Will you require the service delivery to be in-person, virtual, or a combination of both?Will you require content to be delivered in real-time (live) or on-demand (pre-recorded)?Will the service require accessibility accommodation for end users (e.g., ASL interpretation, captioning, plain language formats)?Will you require a help desk or customer service support?Will you need to conduct accessibility conformance testing or user testing?

4.5.2.5 Balancing accessibility with other requirements

Is it likely that accessibility requirements may conflict with other requirements such as:security protocols; and,functional specifications for the service being procured.If yes, how will these conflicts be addressed and requirements prioritized?Note: Accessibility requirements must be defined early in the procurement process to ensure they are appropriately scoped and actionable. At this stage, consider any potential conflicts, such as with security protocols, or other functional specifications. This helps clarify how accessibility will be prioritized and integrated alongside other operational needs. Documenting these considerations supports informed decision-making and reduces the risk of inaccessible outcomes later in the procurement lifecycle.

4.5.3 Step 1 outcome

After completing step 1, you should have a clear understanding of the direct and indirect deliverables associated with the service, as well as where accessibility requirements should be applied. The key outcome is a written description of the service, including its purpose, scope, delivery format (e.g., in-person, virtual), intended end users, and expected deliverables. Section 5.1.1 illustrates this step in the context of procuring a training service. ,

4.6 Step 2: Identify barriers that end users may experience

Step 2 builds on the foundation established in step 1 by analyzing how end users may experience barriers when interacting with the service or service provider. This includes analyzing any related materials, platforms, or support functions. This step involves:identifying the end users, both current and future; andassessing how the design or delivery of the service may limit accessibility or usability for some individuals.The findings from this step will inform the development of requirements for accessibility in the following steps.Note: A barrier exists when the design or delivery of a service, environment (physical or virtual), interaction, or activity limits its access or use.

4.6.1 Objective

Step 1 helped identify:the requirements of the service;the end users (including people with disabilities); andthe indirect deliverables (e.g., support functions, instructional materials, digital platforms) that may be needed.Step 2 builds on step 1 by analyzing how end users may experience barriers when interacting with the service.

4.6.2 Questions to ask yourself to identify barriers

The following questions are intended to help identify the barriers that the end users of the service may experience. While not every question will be relevant in all situations, considering these factors will help ensure the service is accessible to a broad range of users. This list of questions is not exhaustive and will vary depending on the service you are buying.

4.6.2.1 Physical barriers

Physical barriers occur when the design in the built environment or the physical setup for the delivery of a service prevent individuals from using or accessing the service.4.6.2.1.1 Questions to ask yourselfWill the delivery of services create barriers for people with disabilities?Are there physical elements of service delivery (e.g., signage, counters, kiosks) that may restrict independent access?4.6.2.1.2 Examples of physical barriersService locations that lack the following:Accessible transit options or designated accessible parking.Step-free entryways, ramps, elevators, or automatic door openers.Adequate doorway widths, hallways, pathways, or turning space to accommodate mobility aids.Accessible restrooms, seating areas, or waiting areas.Services that cannot be accessed or used from a seated position (e.g., kiosks with elevated screens, standing-only service counters).In-person events, such as site visits, meetings, training, or consultations that:are held in inaccessible venues (e.g., no elevators, narrow doorways, obstructed access routes); ordo not offer seating options that accommodate diverse needs (e.g., chairs with armrests, adjustable-height seating, firm and supportive seats, or spaces for mobility aids).Physical service setups that require navigating unstable, crowded, or uneven floor spaces that may pose fall or navigation risks.

4.6.2.2 Communication barriers

Communication barriers arise when information related to a service is presented in formats, language, or systems that are not accessible. This information includes instructions, materials, digital interfaces, or customer support services. These barriers can prevent effective understanding, interaction, or information exchange which can negatively impact any end-user.4.6.2.2.1 Questions to ask yourselfIs the information related to the service (e.g., instructions, updates, training materials, or support), available in accessible formats and communicated in multiple ways (e.g., visual, auditory, tactile) to meet the needs of people with disabilities?If the information regarding the service is only available digitally, will this create a barrier for end users with no internet access or who have low digital literacy?Do visual materials (e.g., presentations, signage, infographics) include text descriptions or alternative formats?Are customer support and helpdesk interactions accessible across multiple channels (e.g., phone, email, chat, relay services)?Are training materials and related service communications free from unnecessary jargon, abbreviations, and complex language?Can end users control or adjust the pace, format, or delivery method of information (e.g., pause or replay instructions or messages)?4.6.2.2.2 Examples of communication barriersDigital services deliveryWeb-based or digital platforms used to deliver services that lack clear navigation, meaningful labels, or descriptive headings.Lack of error messages, feedback, or guidance to support user interaction with service portals or tools.Use of complex language, technical jargon, or unexplained acronyms in instructions, support pages, or other service-related content.Customer support and helpdesk servicesLimited support channels. (e.g., no online chat, text relay, or email options).Phone support without TTY or relay services for users who are deaf or hard of hearing.Document- deliverables (e.g., reports, presentations, emails)Lack of plain language or structured formatting.Use of images without alternative (Alt) text or descriptive captions.Low colour contrast between text and background.Small or difficult to read fonts not optimized for screen readers or magnification.Overly dense text or complicated sentence structures that are hard to follow and hinder comprehension.Use of passive voice, sarcasm, euphemisms, abstract language or complex figures of speech.Training services and learning materialsTraining provided in only one learning style or format (e.g., heavily text-based without interactive or visual components).Lack of alternative formats (e.g., no audio transcripts, no captioned videos, or tactile materials).Lack of live sign language interpretation or necessary accommodations during in-person or online training sessions.Video and audio contentNo sign language interpretation, subtitles, closed captions, or transcripts.Poor audio quality that impairs clarity.Printed and hardcopy materialsAbsence of braille, tactile markings, or large print when digital alternatives are not available.Labels or signage that is not accessible for people with disabilities.

4.6.2.3 Environmental barriers

Environmental barriers occur when sensory irritants are present or can be due to the design of a space. These barriers may limit an individual’s comfort, focus, or ability to participate fully in the service being delivered, especially in in person settings.4.6.2.3.1 Questions to ask yourselfWill the delivery of the service impact individuals with, but not limited to:Chemical sensitivities, allergies, or asthma?Sensory sensitivities to light, sound, temperature, or touch?Health conditions that require specific environmental accommodations?Are strong scents or irritants present in the service environment (e.g., cleaning products, air fresheners, adhesives, paints)?Is the lighting adjustable to accommodate sensory preferences and needs (e.g., dimmable lights, avoidance of flickering sources)?Are there sources of unexpected or sustained noise that could cause stress or sensory overload (e.g., cleaning equipment, construction)?Can the temperature and air quality be controlled or adjusted for individual comfort?4.6.2.3.2 Examples of environmental barriersAir quality and chemical sensitivitiesScented air fresheners, soaps, or sanitizers used in shared service areas.Use of cleaning agents, adhesives, paints, or furnishings that emit strong scents or chemical vapours.Use of perfumes and other personal products that contain fragrance chemicals.Lighting conditionsHarsh, flickering, or non-adjustable fluorescent lighting in service areas.Lack of task lighting or dimmable options for users with low vision or light sensitivity.Noise and disruptive soundsLoud or high-decibel activities conducted without warning or scheduling considerations (e.g., vacuuming, floor cleaning, construction).High background noise (e.g., open-plan layouts, echo-prone rooms) that impair concentration or communication.Temperature and physical environmentInflexible temperature settings that cause discomfort for individuals with heat or cold sensitivity.Lack of control over airflow or ventilation in consultation or meeting spaces.Surface textures and finishesChairs or furnishings with sticky, sharp, or abrasive materials that may be uncomfortable for users with tactile sensitivities.High-gloss or reflective surfaces that cause visual glare and discomfort.

4.6.2.4 Technological barriers

Technological barriers occur when digital tools, platforms, or systems are not compatible with assistive technologies or do not conform to recognized accessibility standards. These barriers can prevent individuals from accessing, navigating, or fully participating in the digital aspects of the service experience. Technological barriers negatively impact people with disabilities.4.6.2.4.1 Questions to ask yourselfIs the service delivered using digital tools, platforms, or systems that are:compatible with assistive technology such as screen readers, voice recognition software, or alternative input devices?designed with accessible navigation, structure, and accessible formats and features (e.g., described video, captions, transcripts)?Do all digital components of the service conform to recognized ICT accessibility standards (e.g., CAN/ASC - EN 301 549:2024 Accessibility requirements for ICT products and services)?Are virtual meetings, webinars, or presentations accessible in real time or are the recordings of these meetings accessible when they are made available after events?Are electronic documents (e.g., training materials, reports, instructions) created in accessible formats?Are digital support services (e.g., helpdesks, troubleshooting guides) accessible to users with disabilities?4.6.2.4.2 Examples of Technological BarriersDigital tools and platformsWeb-based services are not compatible with screen readers, voice commands, or offer keyboard-only navigation.Applications that lack adjustable settings for text size, contrast, or zoom.Interfaces without accessible menus, headings, or logical reading order.Document accessibilityPDFs or Word documents without structured formatting (e.g., missing titles, headings, styles, or alt text). Scanned documents or images of text that are not machine-readable by assistive technologies.Virtual meetings and presentationsLack of live captioning or real-time transcription during online meetings or webinars.Platforms that do not support assistive technology or offer inadequate accessibility features.Presentations using inaccessible visuals (e.g., small fonts, poor colour contrast, or images without alt text or descriptions).Technical support servicesLimited accessibility options for troubleshooting (e.g., no chat, email, or text-based support).FAQs, support documents, or help guides that are not screen reader-friendly or written in plain language.

4.6.2.5 Attitudinal and organizational barriers

Attitudinal and organizational barriers can also affect how accessibility is addressed during the development of procurement specifications. These barriers may be the result of a pre-existing bias or an organizational practice. These barriers have the potential to limit how accessibility requirements are identified, defined, or prioritized.Recognizing and addressing these influences supports more inclusive outcomes and aligns with accessibility obligations under the Accessible Canada Act.

4.6.2.6 Attitudinal barriers

Attitudinal barriers result from a lack of awareness, understanding, or training that reinforce stereotypes, biases, or misconceptions about disability and accessibility. These barriers can influence procurement decisions because we make assumptions about end users and undervalue the importance of delivering accessible services. An attitudinal barrier can negatively impact all people with disabilities.4.6.2.6.1 Questions to ask yourselfAre assumptions being made about what accessibility considerations entail (e.g., only considering mobility-related requirements)?Are accessibility features, such as screen-reader-compatible platforms, plain language communication, or sign language interpretation, perceived as unnecessary or beyond the scope of the service requirements?Do business owners have sufficient knowledge of accessible service design and delivery?4.6.2.6.2 Examples of attitudinal barriersAssumptions about user experiences:Assuming accessibility only applies to physical access.Believing accessible services are only needed when requested.Discounting feedback from people with disabilities on service usability.

4.6.2.7 Organizational barriers

Organizational barriers refer to policies, practices and norms that exist within the organization that exclude people with disabilities.4.6.2.7.1 Questions to ask yourselfAre there internal defaults (e.g., file formats, communication channels) that could create barriers?Does a procurement practice exclude certain businesses from participating? For example: A short timeline to respond to and submit a bid might discriminate against a business owned by a person with a disability who needs more time.4.6.2.7.2 Examples of organizational barriers in servicesEstablished procurement practices and protocols.Internal templates for presentations, training, or outreach that do not require the use of plain language, high contrast visuals, or alternative formats. For example, service-related documentation requirements may mandate the use of inaccessible formats (e.g., PDFs without accessible tagging).Procurement policies and templates that exclude accessibility:No requirement to include accessibility in service specifications.Standard templates that default to inaccessible formats or omit sections that prompt users to include accessibility requirements for services.

4.6.3 Helpful resources

Take the Gender-based Analysis Plus (GBA Plus) course to learn how various identity and social factors can influence how different people experience federal government initiatives.Consult the Digital Accessibility Toolkit webpage Designing accessible services to learn how to design for different disabilities.Read CAN/ASC-3.1: Plain Language standard to learn about plain language.Read CAN/ASC-5.2.1: Design and Delivery of Accessible Programs and Services: Accessible Service Delivery- Accessibility for federally regulated entities as defined by the Accessible Canada Act standard to learn additional information on addressing barriers and delivering accessible services.

4.6.4 Step 2 outcome

After completing step 2, you should have a clear understanding of the end user’s experience and the potential barriers they may encounter. This supports the development of accessibility requirements that help to prevent or remove those barriers. The key outcome is a documented accessibility barrier assessment based on end user needs, service context, and consultation. Section 5.1.2 illustrates this step in the context of procuring a training service. ,

4.7 Step 3: Gather information

Step 3 builds on the findings from step 2 by using the barriers identified in step 2 to gather information to develop accessibility requirements for the service. This can include:Applicable accessibility standards, guidelines and best practices.Understanding market capacity to deliver services that include accessibility features (depending on the scope of the procurement).

4.7.1 Objective

The objective of step 3 is to collect and evaluate the information needed to develop accessibility requirements to include in the procurement specifications.

4.7.2 Questions to ask yourself when gathering information

The following questions aim to assist in gathering the necessary information to define accessibility requirements for the service. While not all questions may be applicable in every scenario, they serve as a useful framework for ensuring accessibility is integrated into the procurement process.What aspects of the service can include accessibility requirements? Consider the full scope of the service, such as:Service delivery channels (e.g., in-person, virtual, hybrid).Service delivery methods (e.g., availability of interpreters, captioning, accessible platforms).Training and facilitation (e.g., use of plain language, diverse formats, multimodal presentation methods).Digital tools or platforms used (e.g., virtual meeting tools, client portals, helpdesk systems).Reports, emails, and written deliverables (e.g., structured formatting, accessible digital formats, plain language).Presentation materials (e.g., slide decks, visuals, use of alt text, font readability, colour contrast).Will you need to conduct user testing to ensure that the service and its deliverables are accessible?If yes, how will testing be structured?Will people with disabilities be involved in user testing?Are there accessibility conformance reports from the vendor?Can the vendor demonstrate experience delivering accessible services?Have any third-party audits or certifications been completed?Are there national or international accessibility standards, guidelines, or best practices you can apply when developing requirements for the service (e.g., CAN/ASC - EN 301 549:2024 Accessibility requirements for ICT products and services)?If yes, who will conduct the accessibility conformance testing (for example, a technical specialist within your organization, or will you need to contract with a third party to provide this expertise)?What is the market capacity to deliver services that meet the accessibility requirements and standards you have identified?Are there existing services that meet accessibility standards, or will custom modifications be required?Have you considered how much time is required to evaluate bid submissions and the resulting deliverables?

4.7.3 Helpful resources

Guideline on Making Information Technology Usable by AllICT accessibility requirements wizardDigital Accessibility ToolkitAccessible virtual eventsCreate documentGuide for Including Accessibility in Information and Communication Technology (ICT) Related ProcurementGuidance on the Accessible Canada Regulations – Consulting persons with disabilitiesGuide to Planning Inclusive MeetingsCAN/ASC-5.2.1: Design and Delivery of Accessible Programs and Services: Accessible Service Delivery- Accessibility for federally regulated entities as defined by the Accessible Canada ActTo learn more about writing in plain language, please consult the following resources:Writing resources - plain languageCAN/ASC-3.1: Plain Language

4.7.4 Step 3 outcome

After completing step 3, you should have gathered sufficient information to develop accessibility requirements that align with recognized standards and reflect what is available in the market. The key outcome is a summary of relevant accessibility standards, research related to both the service and its delivery, and supplier input. Section 5.1.3 illustrates this step in the context of procuring a training service. ,

4.8 Step 4: Develop procurement requirements

Step 4 builds on step 3 by using the validated standards, market research, and supplier input gathered to define clear and enforceable procurement requirements. This ensures accessibility is integrated into the specifications for the procurement, evaluation criteria, and resulting contract terms.

4.8.1 Objective

This step focuses on defining measurable compliance requirements, verifying accessibility claims, and securing long-term supplier commitments. By developing clear requirements, a procurement process is created that drives accessibility innovation, reduces barriers, and ensures that the service meets the needs of all end users, including people with disabilities.

4.8.2 Questions to ask yourself

These guiding questions help refine and finalize accessibility requirements to ensure they are enforceable and integrated throughout the procurement process. While not every question will apply in all cases, considering these aspects will help establish clear expectations and accountability for accessible procurement.Is it expected that the accessibility standards identified in step 3 will change throughout the duration of the contract?If yes, should the contract require the supplier to comply with updated or revised accessibility standards?If yes, would an amendment to the contract be needed to support these changes?How will it be confirmed that the service meets the accessibility requirements?When will it be confirmed that the service meets the accessibility requirements (e.g., at delivery, periodically, or throughout the contract)?If testing is planned, have any user or accessibility testing requirements been included?Will user testing that includes people with disabilities be conducted?Will accessibility conformance testing be conducted?How should suppliers demonstrate their compliance with the accessibility requirements?Should they provide certifications, conformance reports, or accessibility roadmaps?If requirements are included, will they be evaluated as part of the solicitation process?If yes, will accessibility requirements be mandatory or point rated technical evaluation criteria, or both?Has plain language been used to describe the requirements?Based on the results of the market analysis, are there suppliers who are able meet the accessibility requirements or standards?If accessibility cannot be fully achieved at the time of bid closing, should the requirements include flexibility for implementing accessibility features in phases over time?

4.8.3 Develop accessibility requirements and evaluation criteria

Building on steps 1 through 3, this section converts identified needs into enforceable accessibility requirements to include in your SOW or SOR. It also provides you with guidance for the development of evaluation criteria for the solicitation process.

4.8.3.1 Resulting accessibility requirements

Accessibility requirements should include minimum compliance expectations as well as any value-added features that enhance inclusive use. Key areas may include:Compliance with recognized standardsRequirements should reference specific accessibility standards and guidelines identified in step 3 (e.g., CAN/ASC - EN 301 549:2024 Accessibility requirements for ICT products and services for deliverables relating to information and communication technology, CSA/ASC B651:23 Accessible design for the built environment for deliverables relating to the physical or built environment).Ensure that the contract includes clauses requiring the supplier to maintain compliance with accessibility standards over the duration of the contract.Implementation roadmapIf full compliance with accessibility requirements cannot be achieved at bid closing, the resulting contractor must provide a roadmap, plan, or timeline showing how compliance will be achieved during the contract period.User interface and interaction methodsIf digital platforms or tools are part of the service or its delivery, they should support assistive technologies and meet digital accessibility standards.Multimodal learning and communication optionsIf the service includes training, this should be available in multiple accessible formats, such as plain language, large print, captions, transcripts, audio description, or tactile formats.User testing and feedback integrationWhere appropriate, requirements may include usability testing with people with disabilities during development or delivery of the service.Ensure the contract includes requirements to integrate and respond to feedback obtained from user testing.Responding to accessibility issuesInclude requirements for the supplier to respond to and resolve end users’ accessibility complaints within the contract period. This may require the supplier to implement a feedback mechanism to:receive reports of accessibility issues from end-users;resolve reported accessibility issues; andinform the procurement lead of all reported accessibility issues and their resolution.

4.8.3.2 Evaluation Criteria

Accessibility should be reflected in mandatory and point-rated evaluation criteria. These may include:Mandatory requirements, which could include:Demonstrating compliance with minimum accessibility requirements.Providing evidence of how their proposed service meets the standards and requirements identified in step 3.Point-rated criteria, which could include awarding points for:Features or approaches that exceed minimum accessibility requirements.Demonstrated experience delivering accessible services.Evaluation process, which could include:Determining whether to conduct user testing with people with disabilities or accessibility conformance testing, or both.While this section focuses on defining requirements and evaluation criteria, additional accessibility considerations may be included and are covered in Section 4.8.4 Other Considerations.

4.8.4 Other considerations

Review and assess the contracted deliverables to ensure they meet the accessibility requirements specified in the resulting contract.Develop a budget to include accessibility conformance testing, end-user testing, and other validation requirements (if applicable) into the project plan.Consider including a clause in the solicitation to allow bidders to propose improvements to the accessibility requirements during the solicitation process.Ensure that solicitation documents are written in plain language and make them available in accessible formats.If the supplier is required to work on-site at Canada’s location, ensure the work site (location, parking, workstation, etc.) is accessible.Ensure that any virtual or in-person industry engagement activities (e.g., industry days, one-on-one meetings) are accessible.Determine accommodation requirements for mandatory site visits.

4.8.5 Step 4 outcome

After completing step 4, you should have a finalized set of accessibility specifications that ensure accessibility is maintained throughout the contract lifecycle. Section 5.1.4 illustrates this step in the context of procuring a training service. ,

4.9 Justifying the absence of accessibility requirements

Business owners should always begin the planning process assuming that accessibility applies to their service. While it may not always be possible to include accessibility requirements in a procurement, excluding accessibility requirements should be the exception, not the norm. A decision to exclude requirements for accessibility should be taken only after analysis and consultation.When requirements for accessibility are excluded from the specifications for a procurement, the business owner must explain the rationale for this decision. This is currently a mandatory requirement in the context of Government of Canada procurement in accordance with clauses 4.2.7.1 and 4.2.7.1.1 of the Directive on the Management of Procurement.This justification should demonstrate that the business owner has:assessed the service for potential accessibility barriers and impacts on people with disabilities;researched applicable accessibility standards and best practices;consulted with people with disabilities and accessibility experts;engaged the market to explore the feasibility of including accessibility requirements;considered alternative ways to enhance accessibility even if requirements are not included;assessed the risks and implications of not addressing accessibility, such as legal, financial, reputational, and human rights risks; anddeveloped a plan to address accessibility barriers through other means such as training, support services, or complementary initiatives.Procurement leads should work closely with their business owners to ensure they explore opportunities to incorporate accessibility. The procurement lead ensures that the written justification is kept in the procurement file.

5.1 Procuring a training service: Applying the four-step process

Your organization needs to procure the services of a consultant to design and deliver a mandatory training program on digital security and privacy for its employees. To ensure compliance with the Accessible Canada Act (ACA) and relevant accessibility standards, you apply the four-step process outlined in this guide to embed accessibility throughout the procurement lifecycle.This scenario is provided for illustrative purposes only. Accessibility must be considered for each procurement.

5.1.1 Step 1: Define your requirements

This step aligns with the guidance in Section 4.5 step 1 and illustrates how the principles identified in this step are applied in practice within this scenario.You begin by identifying the requirements of the training service, including the expected deliverables, format, target audience, and delivery methods. The training is to be delivered both virtually and in-person and must be accessible to all employees, including employees with disabilities.

5.1.1.1 Understanding end user interactions

Employees, including employees with disabilities, may engage with the service through live presentations, e-learning modules, handouts, and support resources.

5.1.1.2 Accessibility-related requirements

Note: Accessibility-related requirements are included at this stage to ensure accessibility is embedded from the outset as a core aspect of how the service must function. Identifying them early helps shape service expectations, inform specifications, and ensure equitable access for all end users, including people with disabilities.Delivery format: Support for live captions, sign language interpretation, screen reader-compatible platforms, and accessible documents.Instructional materials: Plain language summaries, structured slide decks, high-contrast visuals, audio-described videos, and accessible PDFs.Interaction: Ability for users to ask questions in multiple ways (e.g., chat, audio, written), compatibility with screen readers, keyboard navigation.Physical environment: Accessible training locations (e.g., ramps, elevators, seating, signage, adjustable lighting and sound) where in-person delivery is required.Support services: Accessible helpdesk support, plain-language guidance for joining virtual sessions, and flexible scheduling.Conformance: Alignment with accessibility standards such as:CAN/ASC - EN 301 549:2024-Accessibility requirements for ICT products and services for all information and communication technology related components.CAN/ASC-1.1-Employment:2024 (REV2025) for employment related services.CAN/ASC-3.1-Plain Language for communication.CAN/ASC-5.2.1: Design and Delivery of Accessible Programs and Services: Accessible Service Delivery- Accessibility for federally regulated entities as defined by the Accessible Canada Act for service delivery.CSA/ASC B651:23 Accessible design for the built environment for physical environments, as applicable.The outcome of step 1 is a documented description of the training service, how it will be delivered, who will use it, and any associated platforms, materials, or support functions (indirect deliverables).

5.1.2 Step 2: Identify barriers that end users may experience

This aligns with the guidance in Section 4.6 step 2 and illustrates how those principles are applied in practice within this scenario.To assess potential accessibility barriers, you should consult with:Employees from various departments who have participated in past training sessions.Employees with disabilities.Internal accessibility specialists.Human resources and learning and development staff.External accessibility consultants and advocacy organizations.

5.1.2.1 Assessment of identified barriers

5.1.2.1.1 Physical BarriersInaccessible in-person training locations.Lack of adjustable seating or accessible presentation equipment.5.1.2.1.2 Communication BarriersComplex or technical language used without plain-language alternatives.Lack of captions or transcripts for videos.No real-time interpretation or alternative means of interaction during sessions.Instructional emails that are poorly structured or inaccessible.Printed handouts not available in alternate formats.5.1.2.1.3 Environmental BarriersHarsh lighting or background noise during in-person sessions.Use of fragrances or materials that trigger chemical sensitivities.Distracting visual elements (e.g., flashing animations, fast transitions in slides).5.1.2.1.4 Technological BarriersVirtual platform not compatible with assistive technologies.No keyboard navigation or screen reader support.Slide decks not tagged or logically structured.PDFs that are scanned images instead of accessible text.No alternative text for graphics.The outcome of step 2 is a barrier assessment that identifies potential challenges users may face during the delivery and use of the service, including physical, communication, environmental, and technological barriers.

5.1.3 Step 3: Gather information

At this stage, you will collect the information needed to develop specific accessibility requirements for the training service. This step aligns with the guidance in Section 4.7 step 3 and illustrates how those principles are applied in practice within this scenario.To support this process:Review relevant accessibility standards, including:CAN/ASC - EN 301 549:2024-Accessibility requirements for ICT products and services for all information and communication technology related components.CAN/ASC-1.1-Employment:2024 (REV2025) for employment related services.CAN/ASC-3.1-Plain Language for communication.CAN/ASC-5.2.1: Design and Delivery of Accessible Programs and Services: Accessible Service Delivery- Accessibility for federally regulated entities as defined by the Accessible Canada Act for service delivery.CSA/ASC B651:23 Accessible design for the built environment for physical environments, as applicable.Consult subject matter experts to identify best practices in accessible training delivery.Review other procurements that included accessible learning or communication services.Issue a Request for Information (RFI) to understand the market’s capacity to deliver accessible training.Collect documentation and sample materials (e.g., slide decks, videos, demo portals, Voluntary Product Accessibility Template (VPATs) or Accessibility Conformance Reports (ACRs)).Consult people with disabilities and training participants to assess barriers in current or past training formats.During this process validate:the availability of captioning, transcripts, accessible slide decks, and plain language summaries;the compatibility of virtual platforms with screen readers and keyboard navigation;the support for flexible communication formats (e.g., chat, Q&A, recorded sessions);the supplier capacity to modify content based on user feedback; andwhether accessibility features can be delivered at the outset or require a phased approach.The outcome of step 3 is a summary of relevant standards, market capacity, and supplier capabilities that will inform the development of accessibility requirements to include in the specifications for the procurement.

5.1.4 Step 4: Develop procurement requirements

Based on the information gathered in steps 1 through 3, you develop a clear and enforceable set of accessibility requirements and evaluation criteria. This aligns with the guidance in Section 4.8 step 4 and illustrates how those principles are applied in practice within this scenario.The accessibility requirements are structured around the following key areas:Compliance with standards (e.g., CAN/ASC – EN 301 549:2024).Accessible content formats (e.g., plain language, tagged PDFs, captioned videos).Inclusive delivery options (e.g., sign language interpretation, keyboard navigation, multilingual support).User testing (e.g., involvement of people with disabilities during content review).These categories are supported by detailed technical specifications:

5.1.4.1 Physical requirements for in-person delivery

Physically accessible training locations (e.g., ramps, elevators, wide doorways, accessible restrooms, height-adjustable podiums).Microphones, visual aids, or presentation devices from seated or standing positions to support presenters.

5.1.4.2 Communication requirements

Materials in plain language, structured formats, and multiple media (text, audio, visual).Captioning, transcripts, and interpretation for all recorded/live sessions.Documents provided in accessible formats (e.g., tagged PDFs, large print).

5.1.4.3 Environmental requirements

Training spaces that provide accommodations for sensory sensitivities (e.g., scent-free policies, reduced noise, adjustable lighting).Virtual backgrounds or slide designs that avoid flashing, fast motion, or patterns that trigger migraines or seizures.Virtual sessions that allow users to reduce or mute non-essential visual or audio elements.

5.1.4.4 Technological requirements

Virtual platforms that support screen readers and keyboard-only navigation.Digital interfaces that conform to CAN/ASC - EN 301 549:2024 Accessibility requirements for ICT products and services.Audio and video that supports captioning and audio description

5.1.4.5 Evaluation criteria

Mandatory Requirements: Bidders must demonstrate compliance with accessibility standards, submit an ACR or equivalent, and provide examples of accessible training materials.Point-Rated Criteria: Additional points awarded for inclusive design practices, and user-centered testing processes.Implementation Roadmap: If not all requirements can be met at contract award, suppliers must submit a timeline to achieve full compliance.

5.1.4.6 Other considerations

Contract includes clauses requiring the supplier to maintain conformance with evolving accessibility standards over the contract period.The contract includes a feedback mechanism for end-users to report accessibility issues and ensure a process for resolution.Budget is allocated for accessibility audits and end user testing during delivery.The outcome of step 4 is a finalized set of accessibility specifications, evaluation criteria, and contract clauses that ensure accessibility is maintained throughout the contract lifecycle.

5.1.5 Outcome

By applying the four-step process, you procure a training service that is inclusive, accessible, and effective for all employees, including those with disabilities.

This checklist supports the application of the four-step process described in the guide. It is designed to help you document due diligence and ensure accessibility is considered throughout the procurement lifecycle.This checklist should be used in conjunction with the full guide. Referring to the checklist alone does not replace the need for thoughtful engagement with the guidance and scenario presented in each step throughout Sections 4 and 5. Effective integration of accessibility requires a comprehensive understanding of the process outlined throughout the document.While this checklist provides a strong foundation, it is not exhaustive. Additional or modified checklist items may be necessary depending on the nature and complexity of the service being procured. ,

6.1 Step 1: Define your requirements

Have you clearly defined the purpose of the direct deliverable?Have you identified the end users, including people with disabilities?Have you documented how end users will access or interact with the service (e.g., in-person, virtual, written)?Have you considered indirect deliverables (e.g., reports, training materials, digital tools)?Have you considered the context of service delivery (e.g., accessibility of physical spaces or digital platforms)?Have you documented any assumptions or limitations related to end user diversity or accessibility needs?Have you considered future or evolving accessibility needs (e.g., user groups, technology updates)? ,

6.2 Step 2: Identify barriers

Have you conducted a barrier assessment across the following types:Physical (e.g., training room setup, seating).Communication (e.g., language, formats, interaction modes).Environmental (e.g., noise, lighting, sensory triggers).Technological (e.g., digital platforms, virtual tools).Attitudinal (e.g., trainer assumptions, accessibility stigma).Organizational (e.g., lack of internal guidance or coordination).Have you consulted with end users including people with disabilities or organizations representing them?Have you consulted relevant internal staff (e.g., IT, HR, program leads) about service access or delivery barriers?Have you reviewed how similar services have performed from an accessibility perspective?Have you documented how each identified barrier could affect end users and possible strategies to address them? ,

6.3 Step 3: Gather information

Have you reviewed applicable accessibility standards and best practices, such as:CAN/ASC - EN 301 549:2024 Accessibility requirements for ICT products and servicesCSA/ASC B651:23 Accessible design for the built environment Have you engaged subject matter experts to understand market capacity?Have you issued a request for Information (RFI) or other market-sounding tools to gather supplier input on accessibility?Have you obtained or reviewed Accessibility Conformance Reports (ACRs), VPATs, or sample deliverables?Have you verified whether service delivery methods (e.g., virtual platforms, documents, helpdesk) are accessible?Have you assessed whether support materials (e.g., reports, guidance, presentation decks) will be available in accessible formats?Have you considered whether certain accessibility features can be phased in or customized during delivery? ,

6.4 Step 4: Develop final accessibility requirements and evaluation criteria

Have you developed specific, measurable and enforceable accessibility requirements that will address the identified needs and barriers?Have you organized accessibility requirements by relevant barrier types (e.g., communication, technological, environmental)?Have you developed evaluation criteria that assess accessibility, including:mandatory compliance with standards and formats;point-rated features exceeding minimum requirements; anddemonstrated inclusive design practices or user testing?Have you included contract clauses that require:ongoing conformance with current accessibility standards;feedback mechanisms for end users to report accessibility issues and requirements for contractors to remediate; andaccessibility training or onboarding for client-facing staff?Have you ensured that bid evaluation team understands how to assess accessibility-related responses provided by bidders?Have you established how accessibility performance will be monitored, audited, or improved during the contract period? ,

6.5 If accessibility requirements are not included

Have you prepared a written justification explaining why accessibility requirements are not applicable to the service?Does the justification include steps taken to evaluate applicability, such as:Consultation with users or disability stakeholders?Review of applicable standards and best practices?Market research or engagement with potential service providers?Have you documented any associated risks (e.g. operational, reputational) of excluding accessibility?Have you considered alternative ways to enhance accessibility?Have you developed a plan to address accessibility barriers through other means such as training, support services, or complementary initiatives?Has the justification been reviewed and approved by procurement officials, senior management, or those with the authority to approve purchases, and is it retained in the procurement file?Note: This Section applies only in cases where accessibility requirements are not included. See Section 4.9 of this guide. , For more information, or for alternative formats, contact:Accessibility Standards Canada320 St-Joseph Boulevard, Suite 246Gatineau, QC J8Y 3Y81-833-854-7628accessible.canada.ca© His Majesty the King in Right of Canada, as represented by the Minister responsible for the Accessible Canada Act, 2025.Catalogue number AS4-43/2025E-PDFISBN 978-0-660-78129-7