Knowing the reason behind an accommodation request is not necessary for providing accommodations and respect. It is up to the player’s discretion as to whether or not they choose to disclose why they require the accommodation.
 

Proactive

Reactive

Anticipate barriers to inclusion and equity and take actions to address them to the best of your ability such as: Create a code of conduct for your team that includes information on the dressing room policy and the process required to seek request accommodations Amend your team’s current code of conduct to include information on the dressing room policy and the process required to seek accommodations Raise awareness about the policy by: Taking 10 minutes of a pre-season talk with parents/guardians to discuss the Dressing Room Policy   Taking 10 minutes of a pre-season talk with players to talk about the Dressing Room Policy when discussing respect and anti-bullying.   Note: Dressing Room Policy E-Module includes training and additional documents to help guide these conversations and to provide further information for parents/guardians.

Responding to a request for accommodation such as: Inquiring about empty dressing rooms available during that timeslot. Inquiring about appropriate and equivalent changing areas such as meeting rooms, all purpose rooms, etc. Designing an equitable dressing schedule

 

3.1 Proactive

3.11 Increasing Awareness and Understanding

In order to ensure all players and parents/guardians are aware of and understand the Dressing Room Policy, it is crucial that coaches and training staff take opportunities to provide education and affirm your team’s commitment to dressing room safety, inclusion, and equity.

• I have developed or adapted a pre-existing Code of Conduct that speaks to the new Dressing Room Policy and the process for seeking accommodations

 

• I have taken 10 minutes of a pre-season talk with parents/guardians to discuss the Dressing Room Policy and the process for seeking accommodations

 

• I have taken 10 minutes of a pre-season talk with players to talk about the Dressing Room Policy and the process for seeking accommodations when discussing respect and anti-bullying

3.12 Providing Information to Players and Parents/Guardians about the Process for Seeking Accommodations

• I have communicated to all players and parents/guardians that the process for requesting accommodation requires the player and only if relevant, a parent/guardian acting on their behalf to:
  • Submit an accommodation request in writing to the MHA

 

• I have let the players and parent/guardians know that they are entitled to:
  • A confidential day, time, and space to discuss the accommodation request
  • Bring a supportive person (parent/guardian or supportive non-relative) to the meeting

3.2 Reactive

Scenario: A player on a gender-segregated team has submitted a request for accommodation with respect to separate space for changing.  

• You have called ahead to the facility to inquire about whether there are additional dressing rooms available in that timeslot

 

• In the event that additional dressing rooms are unavailable during that timeslot, you have inquired about whether appropriate and equivalent changing areas are available with consideration of proximity to the ice. These might include:

 
 
 

• Referee dressing rooms
• Meeting rooms
• Another teams currently unused dressing rooms

 

• In the event that both an additional dressing room and an appropriate and equivalent changing area is not available, you have designed an equitable dressing room schedule

3.21 Implementing an equitable dressing room schedule

• You have ensured that all players have equitable access to dressing rooms by arranging/designing a schedule such that the order reflects that all player have access to using the dressing space first and in a timely fashion
• You have ensured that all players are included in pre and post game team activities

Scenario: Gender-segregated team
 

	Pre-Game	Post-Game	Next Game
1st Shift	Shared/Group	Individual/Private	Shared/Group
2nd Shift	Individual/Private	Shared/Group	Individual/Private

 
Scenario: Multi-gender team

	Pre-Game	Post-Game	Next Game
1st Shift	Girls’/Women’s Shared	Boys’/Men Shared	Individual/Private
2nd Shift	Individual/Private	Girls’/Women’s Shared	Boys’/Men Shared
3rd Shift	Boys’/Men Shared	Individual/Private	Girls’/Women’s Shared

 

 

 

3.22 Providing Accommodations

• I have used active listening techniques by allowing the player to share their concerns and need for accommodations.

 

• I have taken steps to ensure I have understood the player correctly such as summarizing that they have said and asking them to confirm that I’ve understood

 

• I have confirmed with the player that accommodations will allow them to feel safe and able to participate fully

 

• I have brainstormed with the player to identify possible solutions

 

• I have ensured that the player is comfortable with the possible solutions.

 

• If the player is not comfortable with the possible solutions, I have worked with the player to brainstorm more appropriate options.

 

• I have set up a mutually agreeable time with the player to present and brainstorm options

 

• I have allowed the player to choose which option is more comfortable for them

 

• I have worked with the player to decide what other team official(s) may need to be notified of the decision, who will help to secure the changing space, etc.

3.3 Advocacy

A player may require a member of the MHA or a team official(s) to advocate for them to ensure an appropriate and equivalent accommodation request is implemented in a timely and confidential manner. Advocacy can take many forms:

• I have spoken with facility management on the player’s behalf

 

• I have spoken with a tournament organizer to discuss the availability of additional dressing room options and/or appropriate and equivalent changing spaces

 

• Upon the player’s request, I have disclosed private information about the player to authorized individuals, only when necessary.