5merged PDF

Tourism Vancouver Official Map Downtown Vancouver
1 To North Shore, Whistler, 2 3 4 5 6 7 8 Exclusive Savings Tourism Vancouver

Horseshoe Bay Ferry Visitor Centre
Terminal & Pemberton Lighthouse Attractions, Sightseeing, Adventure, 200 Burrard Street,
Accommodation and Entertainment
S O N W AY
through Highway 99 Stanley Park Brockton at Canada Place Way
99 Bus Exchange Vancouver
Vancouver Point Legend Free Reservation & Information Services
Aquarium
Aquarium
EasyPark located STA N LE Y Rose
Garden Brockton Totem
Nine
Tourism Vancouver Visitor Centre Swimming Pool
Hours of Operation:
AVI
at all parking areas ST
Stanley Park
Stanley Park Oval Poles 9:00am to 5:00pm Daily
A
in Stanley Park
PA R K AN
LE
Y
Horse Draw n
Horse-Drawn
Tours
OClock
Gun Shopping Areas Helicopter Terminal
A tourismvancouver.com
Malkin Tours Located inside the Tourism Vancouver Visitor Centre
Hospital Seaplane Terminal
PA
Bowl Hallelujah
RK
Point Police Cruise Ship Terminal
CA
Ferguson
Point
US
SkyTrain Station / Bus Exchange SeaBus Terminal Downtown Vancouver Index
E WAY
Vancouver
Rowing Club
Lost
Lagoon Royal Vancouver
HMCS
Discovery
Boat Charters Passenger Ferry to Victoria
ACCOMMODATIONS
Second Yacht Club Seaside Greenway (Seawall) False Creek Ferries
Beach Pitch Deadmans
& Putt
1A Hotels Hostels
N
Island One way streets Aquabus Ferries
Devonian Harbour
Harbour 1 Auberge Vancouver Hotel C5 69 C & N Backpackers Hostel E7
W Cruises
G Harbour EasyPark Parking 2 Barclay Hotel C4 70 Hostelling International-
Tennis Tennis E O Park & Events
& Events
Courts RG 3 Best Western Plus Chateau Granville Vancouver Central E4
Courts E
DRIV IA
B LAGO
ON
76 S T COA L B Hotel & Suites & Conference Centre
4 Best Western Plus Sands Hotel
E4
C2
71 Hostelling International -
Vancouver Downtown E3
78 H A R BO U R Approx. 15 minute walk / 1.2km / 0.8mi 5 Blue Horizon Hotel C4 72 SameSun Backpacker Lodges -
E
79
N
ST Bike Rentals
LA
6 6 The Buchan Hotel B3 Vancouver E4

CO
61
RK
Bike Rentals Seaplane Passenger Ferry

IL
7 Budget Inn Patricia Hotel D8 73 St. Clair Hotel D5

PA
CH
ST Terminal to Victoria
77
BURRARD 8 The Burrard E4
ST
D
R
Harbour
L
FO
9 Carmana Plaza C4
EL
Green
IN LE T Travel Apartments
IL
Vancouver FlyOver
FlyOver
W
ST
G
66 Park 10 Century Plaza Hotel & Spa D4
ID
Convention Canada
Canada 74 Accommodations by Pillow Suites H6
B
W
N
W Bike Rentals Centre

A
HA CO 11 Coast Coal Harbour Hotel C5 75 The Landis Hotel & Suites E4

M
ST RD Olympic West Building Vancouver

EN
W ING OV 12 Coast Plaza Hotel & Suites C3

PE S S T 11 A S Cauldron Convention Canada Place
Canada Place 76 Lord Stanley Suites on the Park B3
D
ND
ER T Centre 13 Comfort Inn Downtown E4
56 12 45 ST Bike Rentals
East Building
77 Robson Suites B3
41
ST
14 Days Inn Vancouver Downtown C5
M
English Bay 78 Rosellen Suites at Stanley Park B2
EL
17 CA SeaBus to
L
C Roedde House
Roedde House W C
VI
Beach 58 NA
EL
Over 50 convenient 26 G 36 U.S. D A 40 North Vancouver Centennial 15 Delta Vancouver Suites D6 79 Times Square Suites Hotel B3
LL
Museum
W
Museum EO Consulate 21 PL Cruise Ship From Waterfront Pier

ID
E
locations in Downtown 4 2 A 2 16 the DOUGLAS (Opening Fall 2017) E6
ST
Station
B
LB RG 22 Terminal
ST
Vancouver. Look for .

W EST 17 Empire Landmark Hotel-
ST
35 ER IA
RO 5
O
When you purchase N S T 57 ATTRACTIONS & MUSEUMS
D
14
ER
BS I 1 Downtown Vancouver C4
AR
END ST
D
Same-Day, Half-Price Kayak Rentals Burrard WaterfrontHelicopter

ST
ST
W
R
R
64 18 Executive Hotel Le Soleil C5
CA
N WA
T E Terminal
R
LA
E
tickets at Tickets Tonight, 50 VANCOUVER
U
H
W
18
ST
Alexandra ST RF 19 Executive Hotel Vintage Park E4
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D RO Vancouver
Vancouver RO
IC
you will receive an 9 t Exp
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Park AV 32 Bill Reid
Bill Reid Gallery
Gallery NT The BC Sports Hall of Fame and Museum E6
Coas
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N
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LL
EasyPark App code worth IE ST
A
RC ST
of Northwest
Northwest Lookout RO
AD CRAB Park West 20 The Fairmont Hotel Vancouver D5
of
VI
N Christ Church
Christ Church at Portside Bill Reid Gallery of Northwest Coast Art D5
RO BSO N Coast Art
Art
ST N LA 21 Fairmont Pacific Rim C5
N
up to $10 in free parking. TO Coast Gastown
ST
EL Y Cathedral
A
H Cathedral Steam Clock Canada Place C6
R
SO ST
IS
G 15 22 The Fairmont Waterfront C6
G
U PE 37
RV
N ALEXANDER ST Christ Church Cathedral D5

RO N ST 68 20 Bike Rentals Granville Bill Hendrix
Jimi W AT
E R S Gassy 23 Four Seasons Hotel Vancouver D5
JE
CO
ofBob
No Marley
R AIP OLTOW N
B D & T
R 47 Contemporary Art Gallery E5
COLUMB I A ST
W
EL M Jack
Vancouver
Vancouver 43 Coast 24 The Georgian Court Hotel E6
O 23 Shrine
GA STOW N
PE
HAWKS AVE
L X 55 Dr. Sun Yat-Sen Classical Chinese Garden E7
ST Art Gallery
Art WELL ST
ST
53 D U 73 25 Granville Island Hotel G4
N
1
CARRALL ST
Nelson
ST
D
R
D D
DUNLEVY AVE
St.
St. Andrews-
Andrews- FlyOver Canada C6
ST
N Ex
PRINCESS AVE
E
JACKSON AVE
ST Park S po ST 4 26 Greenbrier Suites Hotel C4
H E AT L E Y A V E
Wesley
Wesley 60 Vancouver E CO R D OVA ST
BIE
59 Harbour Cruises & Events B3
OT T
City Centre Li
ST
E NG LISH United Church

TE
27 Hampton Inn & Suitesby Hilton
M
Printed by Met Fine Printers, United Church Robson ne Vancouver
Vancouver
CAM
B
U
W
U
Holy Rosary 7A H.R. McMillan Space Centre &
ABB
A Tourism Vancouver Community U Police
IR
Square 7
B
Police Downtown Vancouver E5

O
RN E HASTINGS ST
RL
Cathedral
BAY
Sponsor Museum
52 Museum of Vancouver E2
ST
A 10 Museum
C H IN ATOW N
U
ST
H BY 2 28 Holiday Inn & Suites
TH
A 49 RO
RW Jimi Hendrix & Bob Marley Shrine D6
BY
ST St Pauls 51 8 Vancouver Downtown E4

5
ST
O BS 34 Dr. Sun
Dr. Sun Yat-Sen
Yat-Sen
N
GORE AVE
ST
O Hospital Roedde House Museum C3

R
D
E PENDER ST
MAIN ST
D 54 O Classical Chinese
Classical Chinese 29 Holiday Inn Vancouver Centre H5
O
R
10 N 62 Vancouver
PA
BE
6
A
ST
H
H Garden Science World British Columbia F7

W
R
ST Public Library Garden

CI
ST
71 EL 30 Hotel Blu E5
AC
Maritime 8
FI
M
H
To Highway 1
Stanley Park Horse-Drawn Tours A3
B
E
H
KEEFER ST
C
Museum CK 70 31 Howard Johnson Hotel E4
ST
LL
Stadium
ST
AV
ST R ATH CO N A
ST
Dock EN 48 St. Andrews-Wesley United Church D4

VI
D 38 Chinatown
N
32 Hyatt Regency Vancouver C5
EN
AV 13 Andy
N
TO
R
ST 63
ST
U
A
Sunset Contemporary
Contemporary E GEORGIA ST Vancouver Aquarium A4
UE
IE Livingstone
IL
O
E GEORGIA ST
R
28 72 46 30 24 33 JW Marriott Parq Vancouver

YM
Hadden
G
Beach Art Gallery
AM
Kitsilano Art Park
75 S T Vancouver Art Gallery D5
IE
Rogers
SE
Point Park 3 27 (Opening Fall 2017) E6
ST
ST
Arena
M
Vancouver
Vancouver 44 BC Sports G E O R G
BC Sports UNION ST Vancouver Lookout D6
ST
CA
31 7 SM 34 L'Hermitage Hotel D5
S
H.R.
H.R. McMillan
McMillan IA VIA
ST
Y
E Bike Rentals Hall of Fame
Hall Fame DUNSMUIR VIADUCT
E
D
DUCT
TT
Maritime Vancouver Maritime Museum E2
ER
Aquatic
ST
R
Space Centre &

Space & 3 IT 35 The Listel Hotel C4
and Museum
Museum
EA
N
A
Museum
YA LE TOW N
42
M
Museum Aquatic Centre H and

CH
TO
Museum of
D
Vancouver Police Museum D7

O
B
Museum of Centre PRIOR ST
N
H
36 Loden Hotel C4
RI
ST
IL
Vancouver
LA
Vancouver Dock BC Place 69

AM
MCN I CO LL AV E
VD
N
19 Ca MILROSS AVE 37 Metropolitan Hotel Vancouver D5

Stadium BL
AI
H
Kitsilano na
GE C
M
EL
Beach da 16 FI 38 Moda Hotel E5

ID I CULTURAL CENTRES
SO
WHYTE AVE MALKIN

BR D Li
ne Helmcken 33 P A C Edgewater AVE 39 Opus Hotel Vancouver F4
N
Vanier R
ST Hornby A Park Casino
ST
Park
A RD Street
KE
40 Pan Pacific Vancouver C6 1 Le Centre Culturel Francophone
RR
CHESTNUT ST
CREELMAN AVE Dock ST Plaza of

BU Science World
Science World 41 Pinnacle Hotel Vancouver Harbourfront C5
E
de Vancouver G3
G
Nations
MAPLE ST
British Columbia
Columbia
PA
ID
39 Yaletown Dock British 42 Ramada Inn & Suites

Coopers' Pacific Central
R
Granville
CI
IC Roundhouse
B
CAMBIE BRIDGE
Park Bus and Rail

F
Island Docks Downtown Vancouver E4

ST
ST Station
The Village
E
Dock 43 Ramada Limited Downtown Vancouver D6 SHOPPING CENTRES

LL
Public George Yaletown Main Street

David Lam
VI
Market Wainborn B Dock Expo

Science World 44 Residence Inn by Marriott
N
EA Park Line EVA

A
Kayak Rentals Park NS A

R
C VE Downtown Vancouver E4 1 Pacific Centre D5

G
F H F
QUE
YORK AVE AV 2 Waterfront Centre C5
9 E AT H L ET E S W AY 45 Riviera Boutique Suites C4
TERM
G R A NVI LLE
MA
B
Spyglass Hinge INAL 46 Rosedale on Robson Suite Hotel E5
EC S
AVE
I N ST
W 1ST AVE Place Dock Park 47 Rosewood Hotel Georgia D5
ISL A N D David Lam THEATRE & PERFORMING ARTS
T
EasyPark located Park Dock W 1ST AVE 48 Sandman Hotel Downtown Vancouver E6
W 2ND AVE at all parking areas GRA
NDVIE
49 SandmanW VSuites
I A D U C Ton Davie -
KIT SI L A N OW 3 R D A V E in Granville Island
FA L S E Stamps
W 2ND AVE Downtown Vancouver D3
1 Arts Club Theatre Company:
Stanley Alliance Industrial Stage H3
CREEK
Ca
25 Landing 50 Shangri-La Hotel Vancouver C4

na
Dock E 2 Commodore Ballroom D5

da
99 AV W 3RD AVE 51 Sheraton Vancouver Wall Centre Hotel D4 3 Dance Centre E4

L
W 4TH AVE D
ine
2N 52 Skwachays Healing Lodge D6

FIR ST
ARBUTUS ST
4 The Firehall Arts Centre D7
Station & Highway 1

To Rocky Mountaineer
VINE ST
W
YEW ST
BURRARD ST
MAPLE ST
CYPRESS ST
53 St. Regis Hotel D5

PINE ST
CAMBIE ST
W 4TH AVE 5 Orpheum Theatre D5

Charleson 54 Sunset Inn & Suites D3
CO LUMB I A ST
6 Queen Elizabeth Theatre E6

SO U TH Park
A LB E RTA ST
Olympic G R E AT N O RT H E R N W AY
YUKON ST
G Village W 5TH AVE G 55 The Sutton Place Hotel D4 7 VanCity Theatre E4

G R A NVI LLE W 6TH AVE
56 The Sylvia Hotel
57 Trump International Hotel
C2 8 Vancouver Playhouse D6
BIRCH ST
W 7TH AVE W 6TH AVE Bike Rentals 9 Vancouver TheatreSports League F3

British Columbia
To University of
1
ASH ST
E 6TH AVE & Tower Vancouver C4
BRUNSWICK ST
MAN ITOBA ST
W 7TH AVE 10 Vogue Theatre E5

O NTA R I O ST
QUEBEC ST
S COT I A S T
W 8TH AVE W 7TH AVE 58 Vancouver Marriott Pinnacle Downtown C5
ST GEORGE ST
MAIN ST
CAROLINA ST
59 Victorian Hotel D6
FRASER ST
W 8TH AVE
(UBC)
GRANVILLE ST
H E M LO C K ST
W B ROA D WAY W 8TH AVE 60 Wedgewood Hotel & Spa D4

ALDER ST
H E AT H E R S T
SPRUCE ST
LAUREL ST
29
OAK ST
W B ROA D WAY
W B ROA D WAY 61 The Westin Bayshore Vancouver B4
W B ROA D WAY 62 Westin Grand Vancouver D5
W 10TH AVE
W 10TH AVE Broadway
M O U NT E B ROA D WAY 63 YWCA Hotel E6
PRINCE ALBERT ST
City Hall W 10TH AVE
W 11TH AVE
1 Vancouver
PLE A SA NT Bed & Breakfasts
FAI RVI E W
CAMBIE ST
General E 10TH AVE

H Vancouver
H
KI
Hospital W 11TH AVE 64 Barclay House Bed & Breakfast C4

W 12TH AVE City Hall
NG
E 11TH AVE 65 Douglas Guest House H5

SW
W 12TH AVE Every effort has been made to ensure that this map is current and accurate;
W 12TH AVE 66 English Bay Inn C2
AY
however, the publisher accepts no liability for the consequences of mistakes

W 13TH AVE 74 or errors in either representation or content. Printed in Canada on recyclable
W 13TH AVE
65 67 E 12TH AVE 67 The Manor Guest House Bed & Breakfast H6 material. 2017. This product is based in part upon proprietary data of the
To Vancouver International W 13TH AVE City of Vancouver, which is used with the permission of the City of Vancouver
Airport, Richmond, Steveston 68 O Canada House Bed & Breakfast D4 and may not be reproduced without the permission of the City of Vancouver.
& Tsawwassen Ferry Terminal E 13TH AVE

through Highway 99
1 2 3 4 5 6 7 8 E 14TH AVE
[Typetext]

VancouverSchoolBoardsCommunityResourceList
http://aboriginalconnections.wordpress.comThisblogoffersmanyresourcestolookinto
regardingAboriginalEducationandserviceswithintheVancouverSchoolBoard,andaround
thegreaterVancouverarea.
VancouverCoastalHealthAboriginalHealthServicesphone6047362033
http://aboriginalhealth.vch.ca/community.htm
VancouverAboriginalChild&FamilyServicesSociety(VACFASS)FamilyPreservationoffice
6048726723GuardianshipandResidentialServices6048726723ChildProtection
Services7783314505CulturalProgram6048726723FamilySupport6048726723
ServicesforYouth6048726723http://www.vacfss.com/
AboriginalHealthAssociationofBC6049253879
AboriginalTourismAssociationofBC6049243322orwww.atbc.caemaildirector@atbc.bc.ca
AboriginalWomensActionNetworkofBC6042550704emailnacec1@look.ca
AllMyTransgenderedRelations6042549900
AllianceTribalCouncil6049436712
AssemblyofFirstNations6046090114www.defamuukw.orgemailbcafd@istar.org
AssociationofBCFirstNationsTreatmentPrograms6046666072
AssociationofFirstNationsWomen6048731833
DancersoftheDamelahamid6049225277contactMargaret
MtisDancers6048736373or6048423833contactYvonne
AboriginalArtsandCultureSociety6046842532oremaillangan@netcom.ca
BCAboriginalFisheriesCommission6049876225
BCAboriginalNetworkofDisabilitySociety2503817303
BCCentreofExcellenceforWomensHealth6048752633
BCCourtHouseLibrarySociety6046602841
BCHydroAboriginalRelationsDepartment6046233800
1

[Typetext]

BCLacrosseAssociation6044219755www.bclacrosse.com
BCParentsinCrisisSocietyAboriginalParentCircles6046691616
BCSocietyForMaleSurvivorsofSexualAbuse6046826482
BCTreatyCommissions6044829200www.bctreaty.com
BatteredWomensSupportServices6046871868
BCAboriginalChildCareSociety6042533354
BigSistersofBCLowerMainlandAboriginalMentoringProgram6048734525
www.bigsister.bc.ca
BritanniaCommunityCentre6047185829
CanadaWorldYouthAboriginalYouthExchangeProgram6047325119
CanadianDiabetesAssociation6047324636www.diabetes.ca
CarnegieCommunityCentre6046652220
CedarCottageNeighbourhoodHouse6048744231
ChangeofSeasonsSociety6048744231
CollingwoodNeighbourhoodHouse6044350323
DancingtoEagleSpiritSocietyTalkingCircles&HealingCircles6046814029
DepartmentofIndianAffairs&NorthernDevelopment6046667891www.inac.gc.ca
DowntownEastsideResidentsAssociation6046820931
DowntownEastsideWomensCentre6046818480
DowntownEastsideYouthActivitiesSociety6046856561YouthActionCentre6046029747
DowntownHealingCentreAboriginalOutreach6042553151
DusktoDawnStreetYouthResourceCentre6046880399
EagleEnvironmentalAboriginalGuardianshipThroughLaw&Education6045636261
www.sierralegal.org
EnvironmentalYouthAlliance6046894463RedwireMagazine6046027226
2

[Typetext]

EvelyneSallarCentre6046653075
EvergreenCommunityHealthCentre6048774673
FamilyServicesofGreaterVancouver6048742938www.fsgv.bc.ca
FederalStudentWorkExperienceProgramAboriginalPrograms6046664582
www.jobs.gc.ca
FederationofAboriginalFosterParents6042917090emailfafp@direct.ca
FirstNationsBreastCancerSociety6048753677www.fnbreastcancer.bc.ca
FirstNationsChiefsHealthCommittee6049132080
FirstNationsEmploymentSociety6046058901www.firstnationsemployment.com
FirstNationsSummit6049909939emailfns@istar.ca
FirstNationsUrbanCommunitySociety6045176120
FrogHollowNeighbourhoodHouse6042511225
FoodBankinVancouver6048763601www.foodback.bc.ca
HealingOurSpiritBCAboriginalHIVAIDSSociety6048798884emailoutreach@hos.bc.ca
HealthAssociationofBCFirstPeoplesHealthCouncil6048065335www.ha.bc.ca
HelpingSpiritLodgeSocietyWomensTransitionHouse6048726649email
hlpspirit@sympatico.ca
HeyWayNoquHealingCircleforAddictionsSociety6048741831YouthDropin
IndianHomemakersSociety6048760944
IndigenousMediaArtsGroup6048710173emailvideo@portal.ca
IndustryCanadaAboriginalBusinessCanada6046663871www.abc.gc.ca
emailabc@ie.gc.ca
InformationServicesTheRedBook6048756381www.vcn.bc.ca/isvemail
information@vcn.bc.ca
InstituteofIndigenousGovernment6046029555www.indigenous.bc.ca
3

[Typetext]

JourneyintoTourismAboriginalAdultLearners6049804587
JusticeInstituteofBC6045255422www.jibc.bc.caFirstNationsServices6045285621
KekinowNativeHousingSociety6045915299
KiwassaNeighborhoodHouse6042545401
LegalServicesSocietyAboriginalServices6046016039AboriginalLawCentre6046016440
LonghouseCouncilofNativeMinistry6042544531
LookoutEmergencyAidSociety6042557026
LouisRielMtisCouncilLowerMainlandMtisAssociation6045812522
LuMaNativeHousingSociety6048760811
MtisFamilyServices6045846621www.vcn.bc.ca/mfsemailmfs@direct.ca
MtisProvincialCouncilofBC6048015853
MinistryforChildrenandFamiliesAdolescentServicesUnit6046609376
MinistryforChildrenandFamiliesChildProtectionIntake6046605437
MinistryofAboriginalAffairs2503568281www.aaf.gov.bc.ca
MinistryofHealthAboriginalDivision2509523428
MinistryofSocialDevelopment&EconomicSecurityEmploymentServices6046601889
www.gov.bc.ca/sdes/
MountPleasantFamilyCentre6048726757
MountPleasantNeighbourhoodHouse6048798208
MusqueamFirstNation6042633261EldersCentre6042536312Counsellor6042611109
HealingCentre6042632790
NationalAboriginalBusinessAssociation6049130699www.aboriginalbusiness.com
NationalAboriginalVeteransAssociationBCDivision6049844157
NativeBrotherhoodofBC6046841951emailnbbc@nativevoice.bc.ca
4

[Typetext]

NativeCourtworker&CounsellingAssociationofBCDrug&AlcoholOutpatientServices
6046870281NativeYouthWorker6045722293ncca50powell@spirit.ca
NativeEducationCentre6048733761www.necvancouver.org
NativeFishingAssociation6049132997
NativeMentalHealthAssociationofCanada6047931983emailsalishan@dowco.com
NativeYouthMovement6046027226
NorthAmericanNativeArtsandCraftsFestival6042531020
NorthVancouverCanoeClub6049853054
NorthShoreContinuingLearningEducationEmploymentTrainingDivision6049033788
www.beyourownboss.org
OpenLearningAgency6044313000www.ola.bc.caAboriginalStudents6044313299
PacificRimEducationAssociation6048710450ext620www.plea.bc.ca
PositiveWomensNetworkAIDSResourceCentre6048932200
PrideCentreEmploymentProgramandServices6046851288
ProvincialResidentialSchoolProject6049254464
RayCamNativeArtsandCrafts6042576949
RediscoveryInternationalFoundation6042221699www.rediscovery.org
RivershedSocietyofBCLearnaboutwatersheds6049415937
RoundhouseCommunityCentre6047131800
www.city.vancouver.bc.ca/parks/recreation/roundhouse
SouthFraserAboriginalChild,Youth,&FamilyCouncil6045864100
SouthVancouverNeighbourhoodHouse6043246212
SquamishFirstNation6049804553FamilyCentre6049857826
SquamishNationSocialDevelopment6049854111Drug&AlcoholServices6049857826
5

[Typetext]

EmploymentCentre6049888807CrisisCentre6049041253
StJamesCommunityServices&SupportiveHousing6046060408
StPaulsHospitalAboriginalSocialWorker6048068072
StrathconaMentalHealthTeam6042534401
StrongNationsAboriginalTeachingResourcesandbooks2507584287ortollfree
18882782202www.strongnations.com
SurreyAboriginalCulturalSociety6045994795
SynalaHousingCooperative6044330753
TraditionalMothersDanceGroupSociety6047316776
TriageEmergenceServices&CareSociety6042543700
TsleilWaututhFirstNation6049293454
UBCMuseumofAnthropology6048225087www.moa.ubc.ca
UBCFirstNationsLibrary6048228738
UmiyulthArtsHowtoCarvetraditionalmasks6049801493
UnionofBCIndianChiefs6046840231www.ubcic.bc.ca
UnitedNativeNations6046881821emailunn@unns.bc.ca
FamilyReunification6049873437
UrbanNativeYouthAssociation6042547732www.unya.bc.caYouthWorkers6042547732
SafeHouseforYouth6042545147YouthDropInCentre6042547712
VancouverAboriginalCouncil6046821723
VancouverAboriginalFriendshipCentreSociety6042514844PregnancySupport604877
4673EmploymentServices6042517955www.vafcs.org
VancouverMtisAssociation6046818556
VancouverNativeHealthSociety6042549949www.vnhs@shaw.ca
6

[Typetext]

VancouverNativeHousingSociety6043203312
VancouverPolice&NativeLiaisonSociety6046878411
VancouverRapeReliefandWomensShelter6048728212www.rapereliefshelter.bc.ca
VancouverRecoveryClub6047089955www.recoveryclub.com
VancouverSecondMileSocietyEldersCircle6042546207
ViFinedayFamilyShelterSociety6047362423
WandCulturalDevelopmentSociety6048016893
WarriorsAgainstViolence6042553240
WesternRegionalAdvocacyGroupSociety6045216955
YMCAChildcareCentre6048727011
7

Aboriginal Health, Healing,
and Wellness in the DTES Study
FINAL REPORT
This report was prepared by Kinwa Bluesky, JD, LLM, PhD Cand. (Law)
Kinwa@alumni.ubc.ca
July 2017
CONTENTS
SAD SIREN SONGS CALL TO ACTION..................................................................................................7
ABOUT THE PROJECT....................................................................................................................................8
BEGINNING A JOURNEY...............................................................................................................................8
Background......................................................................................................................................................8
A City of Reconciliation.............................................................................................................................9
Mayors Task Force on Mental Health and Addictions..............................................................9

Focus on Wellness for Aboriginal Peoples.................................................................................10
Guiding Principles and Assumptions............................................................................................10
Peer-Informed System........................................................................................................................... 11
Guiding Principles and Assumptions............................................................................................. 11
Urban Aboriginal Health Models........................................................................................................ 12
Towards an Urban Aboriginal Health Strategy........................................................................... 13
Urban Aboriginal Peoples Study........................................................................................................14
ABORIGINAL HEALTH, HEALING, AND WELLNESS

RESEARCH STUDY RESEARCH TEAM.............................................................................................. 16
THE RESEARCH JOURNEY........................................................................................................................20

Survey Questionnaire Design and Development...................................................................20
Interviewing Process............................................................................................................................. 21
Study Participants.................................................................................................................................. 21
Data Collection and Analysis........................................................................................................... 22
OUR VALUES ABORIGINAL HEALTH, HEALING, AND WELLNESS FINDINGS.......... 24
Who is Involved in Aboriginal Traditional,

Spiritual, and Cultural Supports?...................................................................................................... 24
Organizational Staff Employment Status.................................................................................. 24
Organizational Peer and Volunteer Support............................................................................ 25
Elder Employment Status..................................................................................................................26
Aim of Cultural Activities to Support the Aboriginal Peoples in the DTES.............. 27
Who Has Priority for These Cultural Supports in the DTES............................................. 28
Cultural Supports for Vulnerable or At-Risk Populations in the DTES.......................29
Where Do They Take Place?.............................................................................................................30
What is Offered?..................................................................................................................................... 31
Where do they take place?................................................................................................................... 35
Traditional, Spiritual, and Cultural Health and Healing Spaces....................................... 35
Partnerships and Collaborations.................................................................................................... 37
Participation in Cultural Activities Outside the DTES......................................................... 37
When Do They Take Place?................................................................................................................... 38

Aboriginal Cultural Activities Available in the DTES............................................................ 38
Frequency of Traditional, Spiritual, and Cultural Supports
in Organizations..................................................................................................................................... 40
Frequency of Traditional, Spiritual, and Cultural Supports by Elders........................ 40
Frequency of Partnerships with Other DTES Organizations............................................ 41
Why are Traditional, Spiritual, and Cultural

Health and Healing Supports Important?.....................................................................................42
Extent of Choice of Health Services in DTES...........................................................................42
Traditional Healing Practices vs. Mainstream Care...............................................................43
Importance of Aboriginal Services in Addition
to Non-Aboriginal Services...............................................................................................................43
Importance of Services Providing Traditional, Spiritual,
and Cultural Health and Healing Supports in the DTES.....................................................44
Impact of Offering Traditional, Spiritual, and Cultural Supports
in the DTES................................................................................................................................................45
Strength of Aboriginal Culture........................................................................................................46
Maintaining Aboriginal Cultural Identity.................................................................................... 47
How do Aboriginal Traditional, Spiritual, and Cultural

Health and Healing Supports Serve the DTES?.........................................................................49
Ease of Access to Traditional, Spiritual, and Cultural Health
and Healing Practices..........................................................................................................................49
Barriers for Participants in Accessing Cultural Activities..................................................50
Organizational Barriers in Offering Cultural Activities........................................................ 52
Ease for Elders in Offering Traditional, Spiritual,
and Cultural Health and Healing Practices................................................................................ 53
Ease for Elders to Access Supportive Traditional Healing Practices...........................54
Elders Needs to Provide Traditional, Spiritual, and Cultural Supports....................... 55
Funding Traditional, Spiritual, and Cultural Supports.........................................................56
Organizations Interest in Designated Funding for Cultural
Health and Healing................................................................................................................................ 58
Creation of an Aboriginal Health, Healing, and Wellness Centre...................................59

Meeting the Demand for Health Services in a Culturally Appropriate Way.............59
Improving Health Outcomes for Priority Groups in the DTES....................................... 60
Impact on Key Issues and Challenges in Aboriginal Health.............................................. 61
KEY RESEARCH THEMES...........................................................................................................................62
Theme 1: Our Health.................................................................................................................................62

What We Know.......................................................................................................................................62
Impacts on the DTES............................................................................................................................ 62
What We Heard.......................................................................................................................................62
Key Issues/Gaps on Health Care in the DTES..........................................................................63
Theme 2: Our Healing..............................................................................................................................65

What We Know.......................................................................................................................................65
Impacts on the DTES............................................................................................................................65
What We Heard.......................................................................................................................................65
Key Issues/Gaps on Healing in the DTES...................................................................................65
Theme 3: Our Wellness...........................................................................................................................66

What We Know.......................................................................................................................................66
Impacts on the DTES............................................................................................................................66
What We Heard....................................................................................................................................... 67
Key Issues/Gaps on Wellness in the DTES................................................................................68
CREATING HEALTH, HEALING, AND WELLNESS.........................................................................69
Focus on Wellness for Aboriginal

Peoples A City of Reconciliation...................................................................................................69
Priority Actions/Recommendations.............................................................................................69
Strengthening Relations.....................................................................................................................70
FUTURE DIRECTIONS AND REFLECTIONS......................................................................................70
Calls to Action to Enhance Aboriginal

Health, Healing, and Wellness in the DTES..................................................................................70
FINAL REMARKS............................................................................................................................................. 72
ACKNOWLEDGEMENTS.............................................................................................................................. 72
APPENDIX 1 ORGANIZATION SURVEY........................................................................................... 74
Aboriginal Health, Healing, and Wellness

in the DTES Organization Questionnaire................................................................................... 74
APPENDIX 2 ELDERS AND CULTURAL

SUPPORT WORKERS SURVEY................................................................................................................ 87
Aboriginal Health, Healing, and Wellness in the DTES

Elders and Cultural Support Workers Questionnaire......................................................... 87
APPENDIX 3 REFERENCES....................................................................................................................98
SAD SIREN SONGS CALL TO ACTION
To Whom This All Should Be Concerned:
My name is Tracey Morrison. I am an Anishinaabe woman who resides in the Downtown Eastside
in Vancouver, BC. I have volunteered and worked in this very diverse community for 15 years and
will continue to do so. I acknowledge that I can live, work, and play on these unceded territories
belonging to the Coast Salish Peoples. Having respect for the people on which their territory I
live on, is a must. And writing this call to action, it is a must too.
When I hear the sad song of sirens that ring in my neighbourhood every day all day long
I am dreading the story I will hear if this person has made it or not. This emergency crisis of
overdoses and death has taken its toll here, in this city that I love so much. It is inconceivable. So
hard to understand why cant this problem be helped or solved? Why isnt what we are doing
working? The lights of emergency vehicles arent what I want to see on every block. At this time
of year, I want to see Christmas lights not those beacons firing off the urgency of their journey.
I believe that the War on the Poor has a lot to do with this. The laws need to change. That is a
pipe dream. Instead we as a society, and residents of the DTES, need to ally together to create
positive changes in the here and now. I know in writing this call to action, it is not going to
change much. But for me, its a start. First, I am going to send this plea to everyone I know: all
organizations and their varying levels of stakeholders, directors, colleagues, and friends.
I want us all to be an active part of the solution, not the problem. I am proud to have taken
part in hosting a Naloxone and overdose response public training event at 501 Powell Street
with the City of Vancouver and partners like Vancouver Area Network of Drug Users (VANDU),
Vancouver Coastal Health (VCH) and the BC Centre for Disease Control Harm Reduction
Program, DTES Market and, of course, Western Aboriginal Harm Reduction Society (WAHRS).
Over 230 people were trained that day. Again in partnership with VANDU and WAHRS, I joined
in on the discussion at the Public Forum on the Fentanyl Overdose Crisis at City Hall on Dec 8th,
2016. A week later, City Council approved the 2017 Budget to add targeted funding to address
the fentanyl crisis that is putting a huge strain on City police and fire services. I also do a lot of
my own outreach on the street through selling my bannock, usually in the evenings. A warm
piece of bannock will do you good.
I want to also acknowledge that all the unsung heroes in our community who are doing their
part. And yet, the sirens still call. More must be done. So I ask you to question yourself, How
can I help? We need everyone, not just the people who reside in the DTES, but all of Greater
Vancouver, the province of BC, and right on through across Canada. All levels of government,
all non-profits, health authorities like VCH and First Nations Health Authority (FNHA), the
Vancouver Police Department, and housing agencies of all kinds, etc., they all must get on board.
That is all I truly want for Christmas, for all to ally together. Stop the Drug War. Stop the War on
the Poor. We must all work together and help our people who are some of the most criminalized,
stigmatized, and marginalized, all living here in the DTES. We have the right to live.
Thank you. Miigwech.
All My Relations,
Tracey Morrison
President, Western Aboriginal Harm Reduction Society (WAHRS)
Peer Research Associate, Aboriginal Health, Healing, and Wellness in the DTES Study
Aboriginal Health, Healing, and Wellness in the DTES Study 7

ABOUT THE PROJECT
The City of Vancouver through the Mayors Task Force on Mental Health and Addictions,
and its Aboriginal Healing and Wellness Centres Working Group (AHWC) commissioned the
research study in order to better understand and document Aboriginal traditional, spiritual,
and cultural supports and services being offered in the DTES.
A Research Advisory Committee that included representation from the City, various
Health organizations, and Downtown Eastside residents helped guide the research. The
research was led by an Indigenous scholar, Kinwa Bluesky. The research team consisted
of an additional eight Peer Research Associates, many of whom are Indigenous with lived
experience in the Downtown Eastside. City personnel provided additional team support
throughout the study.
Over the course of three months, Peer Research Associates conducted face-to-face survey
interviews with both organizations and Elders that provide Aboriginal traditional, spiritual,
and cultural supports and services in the DTES.
This report outlines key learnings from the research, presents recommendations and
options for future engagement and development of culturally appropriate health supports
in the DTES.
BEGINNING A JOURNEY
BACKGROUND
In 2015, the City of Vancouver approved the first four-year action plan for the Healthy
City Strategy; an inclusive vision for A Healthy City for All: A City where together we are
creating and continually improving the conditions that enable all of us to enjoy the highest
level of health and well-being possible.1 Reconciliation is an integral part of the Healthy City
Strategys goals to promote safety, a sense of inclusion, and to build connections between
communities and individuals.
The First Nations Health Authority, as part of their Urban Aboriginal Health Strategy, has
identified gaps in knowledge about culturally appropriate health supports, specifically
traditional, spiritual, and cultural supports in health services for Vancouvers Urban
Aboriginal population.
In order to address the health gaps for urban Aboriginal peoples it has been recommended
that there be an integration of traditional, spiritual, and cultural dimensions, activities, and
Aboriginal teachings into existing health services and programming.2 To date, there remains
a significant gap in knowledge on how Aboriginal cultural practices are being offered by
organizations and Elders and cultural support workers in the Downtown Eastside (DTES) of
Vancouver. This study aims to gather knowledge on what is currently offered and provide
recommendations for how to increase integration of Aboriginal health, healing, and wellness
practices into services in the DTES to better serve urban Aboriginal residents.
1 See A Healthy City for All: Vancouvers Healthy City Strategy 2014-2015 | Phase 1 at 10.
2 http://www.fnhc.ca/pdf/Aboriginal_Urban_Health_Plan_Caucus_April_2014.pdf
8 Aboriginal Health, Healing, and Wellness in the DTES Study

HEALING THROUGH THE ARTS,
INCLUDING CARVING, MUSIC,
THEATRE, AND DANCE ARE
INTEGRATED INTO RECOVERY
AND WELLNESS.
A CITY OF RECONCILIATION
Since 2014, the City of Vancouver has committed to being a City of Reconciliation.
The following year, the City determined its jurisdiction to respond to the Truth and
Reconciliation Commissions Calls to Action. The City then assessed each recommendation
using the principle of acting in the spirit of reconciliation resulting in the adoption of
27 out of 94 the Calls to Action. Recognizing its critical role in the implementation of
recommendations, the City identified 41 actions that have been aligned under 3 themes:
1. Healthy Communities and Wellness;
2. Achieving Indigenous Human Rights and Recognition; and,
3. Advancing Awareness, Knowledge, and Capacity.
The Citys initiatives that align with the first theme of Healthy Communities and Wellness
include the work being supported through the Mayors Task Force on Mental Health and
Addictions.
MAYORS TASK FORCE ON MENTAL HEALTH AND ADDICTIONS

From advocacy to direct services, the City is well positioned to support partnerships to help
transform existing services and approaches in the areas of mental health and addictions.
The creation of the Mayors Task Force on Mental Health and Addictions has led to a cross-
sectoral discussion of ways to address gaps in the continuum of care.
In phase 1, the Mayors Task Force identified 6 action areas, including the recommended
action to focus on wellness for Aboriginal peoples. Part of the Aboriginal Healing and
Wellness Strategy included convening an advisory group of partners to create concepts of
Aboriginal healing and wellness centres in Vancouver.

Focus on Wellness for Aboriginal Peoples
The action area, Focus on Wellness for Aboriginal Peoples, included three specific
priority actions:
PRIORITY ACTION 12
Design an Urban Aboriginal Wellness Strategy
PRIORITY ACTION 13
Formally establish working relationships with Metro Vancouver Aboriginal
Executive Council (MVAEC) and First Nations Health Authority (FNHA)
through memoranda of understanding and align our work as appropriate to
the Vancouver Coastal Health (VCH)/First Nations Health Authority (FNHA)
Urban Aboriginal Health Strategy.
PRIORITY ACTION 14
Convene an advisory group to create concepts/models for Aboriginal Healing
and Wellness in Vancouver.
The City has taken steps to address each priority action. The creation of the AHWC
Working Group has led to the commission of this research study on Aboriginal Health,
Healing, and Wellness in the DTES. The research is set to support the development of an
Urban Aboriginal Health Strategy, an emerging initiative between the First Nations Health
Authority, Vancouver Coastal Health, City of Vancouver, Metro Vancouver Aboriginal
Executive Council, Aboriginal organizations, and Aboriginal residents.
Guiding Principles and Assumptions

In Phase 1, the Mayors Task Force defined the following principles and assumptions in
focusing on wellness for Aboriginal peoples:
As a City of Reconciliation, our personal and professional relationships,
systems, and built environments are collectively reconciled.
In defining wellness for the Aboriginal community, the approach is holistic
and community-based; the approach values identity, usefulness, and a
whole family approach reflecting Aboriginal culture.
Healing through the arts, including carving, music, theatre, and dance are
integrated into recovery and wellness.
Outcome measures and indicators are culturally relevant and demonstrate
the value of lived experiences.3
3 See Caring for All: Priority Actions to Address Mental Health and Addictions Mayors Task Force on Mental Health
and Addictions Phase 1 Report, September 2014 at 30.

Peer-Informed System
The Mayors Task Force in its introductory phase set out to have a peer-informed system
Right Faces in the Right Places, Low Barrier Services by convening a peer leadership table
to examine best practices in health care, housing, and community supports.
Guiding Principles and Assumptions

The Mayors Task Force identified principles and assumptions in a peer-informed system,
including:
People with lived experience have clear and central roles in the recovery
of others;
Increased choices are needed across the continuum of care to offer a
wide range of medical and non-medical mental health and addictions
interventions; and,
Peers are trained and professionally valued in formal and informal health
care, housing, and support environments.4
In further support of this peer approach, the Mayors Task Force and its Aboriginal Healing
and Wellness Centres Working Group chose to support Aboriginal peoples with lived
experience to play a key role in conducting this research in the DTES. The current project
utilized peer-based researchers, most of whom have Aboriginal backgrounds, to investigate
the current context of Aboriginal traditional, spiritual, and cultural health and healing
practices to inform approaches in health policy, service, and delivery in the future.
Addictions Care Continuum with Wellness Approach
Early Harm Active Ongoing

Prevention
Intervention Reduction Treatment Support
Wellness Approach for Aboriginal Peoples

MIND EMOTION BODY SPIRIT
Culture as Medicine: Seeing the Finding Navigating and Coming Strengthening

Culture Competency/Safety Whole Family Balance and Welcoming Together Opportunities
4 Caring for All, at 22.

URBAN ABORIGINAL HEALTH MODELS
As a Research Advisory Committee member, Leslie Bonshor, Executive Advisor of
Aboriginal Health for Vancouver Coastal Health, offered to meet with the Research Team
prior to conducting interviews. She presented on Primary Health Care Through An
Aboriginal Lens designed to share and introduce an Aboriginal perspective of Primary
Health Care including sharing lessons learned from a recent trip to Urban Aboriginal
primary care sites in Ontario.

Leslie Bonshor spoke about 3 long-standing urban Aboriginal health services in Ottawa
andToronto:
Wabano Aboriginal Health Centre
Anishnawbe Health Toronto (AHT), Toronto
De dwa da dehs nye>s Aboriginal Health Centre, Hamilton
Some of the learnings she shared surrounding these culturally appropriate spaces included:
Space vital to creating a culturally appropriate experience
Place of belonging
Traditional healer space
Smell (e.g. cedar, smudge)
Artwork and photos
Symbols (e.g. medicine wheel ceiling)
Round rooms and spaces
Gathering spaces
Leslie Bonshor also presented on cultural safety frameworks, integration of Elders and
healers, and more specifically, the integration of culture within mental wellness and
substance use services.
TOWARDS AN URBAN ABORIGINAL HEALTH STRATEGY

The DTES is a vital health service access point for the Aboriginal population who live in
and around the DTES. The Research Team was introduced into how current work in primary
health care is beginning to align with the Urban Aboriginal Health Strategy (UAHS).
The discussion document, Towards an Urban Aboriginal Health Strategy, synthesizes
engagement feedback and input and develops a set of Key Observations for validation by
the community of stakeholders.
From the review, there are 14 key issues that have consistently been raised by the Aboriginal
community about their health needs and aspirations:
1. Barriers to access of racism and discrimination
2. Reconciliation initiatives and healing are required
3. Spaces/places are needed for Aboriginal healing and wellness
4. Strong support for Aboriginal-specific services
5. Lack of sustained funding for Aboriginal service providers
6. Contracting and funding needs to incorporate a holistic approach
7. Lack of service integration making access difficult and navigational
support a necessity

8. Aboriginal clients are highly mobile and demand for services come
from across greater Vancouver and parts of Fraser Region
9. Aboriginal women, children and youth are priority groups
10. Elders are a priority
11. Two-Spirited and the LGBT Aboriginal community are priority groups
12. Key gaps in primary health care, dental, vision and mental wellness
and addiction services
13. Gaps in prevention and wellness programs that target the Aboriginal
community in a culturally appropriate way
14. Absence of good data about service use (or lack of)
The discussion document addresses the next steps of the engagement process and the
proposed implementation process that will be over a 3-phase process in order to work
together with partners to shape specific implementation plans and timelines for each of the
focus areas. The 6 proposed focus areas include:
1. Relationships
2. Primary Health Care
3. Mental Wellness and Substance Use
4. Wellness Through Prevention of Illness
5. Information About, and Access to, Services
6. Data and Information on Aboriginal Health Outcomes
The discussion document, Towards an Urban Aboriginal Health Strategy, was fully reviewed
by the Research Team over the course of two weekly meetings. The Research Advisory
Committee was given an update surrounding the document including a brief review of the
proposed key focus areas and challenges.
URBAN ABORIGINAL PEOPLES STUDY

The Urban Aboriginal Peoples Study was conducted and published by the Environics
Institute in 2010-2011. This study was an enquiry into the values, experiences, identities,
and aspirations of First Nations peoples, Metis and Inuit living in Canadas 11 of major urban
centres, including Vancouver.
The Technical Team reviewed the Urban Aboriginal Peoples Study and Urban Aboriginal
Health Strategy in designing the survey questionnaires for both organizations as well as for
Elders and cultural support workers. The intent was to build off of previous research results
while furthering the discussion of the Urban Aboriginal Health Strategy.

ABORIGINAL HEALTH, HEALING, AND WELLNESS
RESEARCH STUDY RESEARCH TEAM
Kinwa Bluesky Team Lead

Kinwa Bluesky is Anishinaabe-kwe from the Sandy Lake
First Nation and the Kitigan Zibi Anishinaabeg. She moved
to the West Coast nearly twenty years ago to pursue
her post-secondary education in Law at the University
of Victoria and University of British Columbia. She has
lived in Vancouver for the past decade. Kinwa knows the
importance of health and fitness. Raised traditionally,
she practices her teachings daily by returning to Pacific
Spirit Park and giving thanks for being able to run the
beautiful territory of the Musqueam Peoples. Kinwa is also
the mother of three endurance runners in the making.
Elmer Azak Peer Research Associate

Elmer Azak is Nisgaa Eagle from the Community of
Greenville, located in the Naas River, in Northern BC. Since
1992, he has lived, played and volunteered in the DTES. He
calls it home.
I am honoured to be apart of the positive change and
hopefully see this Health and Wellness Center be built. Wecan
do the possible, and in a good way. I am praying that before
my time, we allow our people to have a place to heal, grow,
and share in our First Nations ways of health and healing.
He has also volunteered for the mens group, The Dudes
Club, at Vancouver Native Health Society. He first started out
cutting hair when he was living on-reserve on the Nass River.
Elmer volunteers because it is his way to give back to the
community. I like to see people happy, Elmer said.
When you cut hair, it takes weight off their shoulders.
It makes them smile. It gives you time to talk to people.
Elmer serves on the Western Aboriginal Harm Reduction
Societys Board of Directors.

Sue Belyea Peer Research Associate
Sue was born and raised here a 3rd generation Vancouverite.
As an adult, she returned to high school and received a
GED certification. Sue became a Licensed Practical Nurse,
graduating with honours and specializing in palliative care.
She has always had a passion for helping people. Over the
years, Sue has struggled off and on with substance abuse and
a history of trauma. Today she continues to keep abstinence
as a goal. As a Peer Research Associate, she upholds her
longstanding commitment to give back and help others in the
Downtown Eastside.
Shelda Kastor Peer Research Associate

Shelda is from the Ochapawace Cree Nation in Saskatchewan.
She has lived in Vancouver off and on since 1988. She does
outreach support work for women at WISH and SWUAV.
Shelda also volunteers for a few Board of Directors in the
Downtown Eastside, including serving as the Secretary for the
WAHRS Board for the past seven years.
My passion is to do work that helps empower our people.
Tracey Morrison Peer Research Associate

Tracey Morrison is Anishinaabe from Mishkosiminiziibiing
(Big Grassy River First Nation), near a small town called
Morson, in Northwestern Ontario. For more than a decade
she has been community organizer for positive change in the
Downtown Eastside. She is actively involved in campaigns
for social housing, social justice for Aboriginal people, raised
welfare rates, and an end of discrimination, marginalization,
and colonialism. Tracey has her own micro-business, Tracey
the Bannock Lady, doing outreach for the most vulnerable
residents by bring harm reduction practices, and bannock!
Over the past four years, Tracey has been the President of
WAHRS and an active member of Vancouver Area Network of
Drug Users (VANDU).
The Western Aboriginal Harm Reduction Society (WAHRS)
recently conducted peer-led, Indigenized research, exploring
participants experiences with HIV, access to healthcare, and
access to addictions treatment.

Candice Norris Peer Research Associate
Candice Norris, Eagle Spirit Woman, is from Irish, Scottish,
Cree, and Dene descent. She has been a Vancouver resident
since 1972. Candice has been accessing the Aboriginal
resources in the DTES. In hoping to create change in the
DTES, Candice leads by example as a peer mentor and prays
we can bring the medicine wheel to our DTES, reaching the
ever changing community.
Our families were torn apart, our children were stolen,
and womens titles as matriarchs were stripped from us.
In doing so, Aboriginal strength was almost lost. It is time
to stand tall, lift our children, and reclaim our strength on
this good Red Road.
Florence Ranville Peer Research Associate

Flo Ranville was born and raised in Vancouver and is the
mother of seven children and two grandchildren. She has
over 15 years of experience in the anti-violence field, having
worked as an Aboriginal outreach worker, fetal alcohol
spectrum disorder worker, and a Program Coordinator for
a parenting program that reunites families involved in the
foster care system. Flo has survived personal experience
living in the DTES, substance misuse, violence, homelessness,
and sex work. She was diagnosed with HIV in 2000. Flo
began in community-based research 10 years ago as a
peer on the MAKA project involving sex workers in the
DTES. She has been volunteering at AIDS Vancouver for
the past two years, and has worked as a Peer Research
Associate (PRA) with the Dr. Peter Study from 2013-2014.
As an Interviewer/Outreach Worker with the SHAWNA
Project, Flohas been training Peer Research Associates
to facilitate and recruit new participants. She is looking
forward to working in community-based research with the
HIV/AIDS community to help her peers be a part of the
solution in the fight against HIV/AIDS. In this study, Flo
hopes that in helping to conduct Aboriginal health, healing,
and wellness research that more culturally appropriate
health supports will be widely offered in the DTES.

Bernice Thompson Peer Research Associate
Berniceis a Mikmaq woman belonging to the Bear Clan.
Moving from New Brunswick, she has been a resident of
BC since 1995. Through her womens health studies and
work with Aboriginal womens organizations, Bernice
was called to address the addictions, homelessness, and
safety of Aboriginal women and children in the DTES.
Bernice hopes these issues will be addressed
through holistic,cultural-basedservices,operated
byskilledIndigenous service providers. She is impressed
with the progress and growth of the longstanding
Indigenous organizations whose humble beginnings
have developed into multifaceted service providers, like
the Vancouver Native Health Society, Vancouver Native
Friendship Center, and Luma Native Housing Society. For
example, the new Luma Medical Center includes culturally
safe primary health care by First Nations physicians
offering patients the choice to smudge, access to a talking
circle lodge, and availability of other Indigenous healing
methods like traditional healing plants and medicines.
These service provider pioneers have helped our people
living in the DTES and could contribute greatly in the
development of an Aboriginal Healing Lodge in the DTES.
Karen Ward Peer Research Associate

Karen works as an artist and is an associate member of
Gallery Gachet, a unique artist-run centre built to empower
participants, who are marginalized by their mental health
experiences, as artists, administrators, and curators. She
represented Gallery Gachet on the DTES Local Area Plan
Committee. In April 2014, Karen presented a speech to
City Council advocating against displacement and called
for building and maintaining social housing based on the
true costs of living. Involved with tent city, she continues to
advocate for social housing in the DTES. Karen lives with a
mental illness and enjoys frequent outbursts of creativity.

THE RESEARCH JOURNEY
The Research Team comprised of a Research Team Lead and eight Peer Research
Associates. The Research Team was supported and guided by a Research Advisory
Committee, who are also AHWC Working Group members. The Research Advisory
Committee assisted in the design and development of the research, including supporting
the research scope and procedures, in analyzing and interpreting the results, and in
communicating these results to the larger community.
RESEARCH STUDY RELATIONS MEMBERS
Project Team Lead Ginger Gosnell-Myers
Research Team Lead Kinwa Bluesky
Peer Research Associates Candice Norris, Sue Belyea, Elmer Azak, Florence
Ranville, Karen Ward, Tracey Morrison, Bernice
Thompson, and Shelda Kastor
Research Advisory Committee Victoria Rosebull, Lou Demerais, Susan Tatoosh,

Robyn Vermette, Leslie Bonshor, Maureen Lerat,
Dalannah Bowen, Mara Andrews, and Mary Clare Zak
Research Team Coordinators Julianna Torjek and Maureen Lerat
Research Technical Team Ginger Gosnell-Myers, Kinwa Bluesky, Julianna Torjek,

Maureen Lerat, Simon Jay, and Peter Marriott
The Research Team conducted an environmental scan to gain an understanding and

articulated importance of traditional, spiritual, and cultural health and healing supports. The
Peer Research Associates were familiarized with findings from the Urban Aboriginal Peoples
Study, the Urban Aboriginal Health Strategy, and other urban Aboriginal health models.
Survey Questionnaire Design and Development

In reviewing the Urban Aboriginal Peoples Study and Urban Aboriginal Health Strategy,
a set of initial survey questions was developed. The Technical Team then reviewed the
draft questionnaires developing a set of core questions for both organizations and Elders
and cultural workers. Additional questions were developed for organizations taking into
account organizational information related to space requirements and resource use. The
Elders and cultural support workers survey questionnaire asked similar questions that took
into account the needs of their cultural support activities. Both survey questionnaires are
available in the appendices.

Interviewing Process
Following the initial design of the survey questionnaires, the Peer Research Associates
conducted mock interviews amongst each other to familiarize themselves with the surveys.
Peer Research Associates initially worked together in teams of two to conduct one-on-one
interviews. The Research Advisory Committee was given the opportunity to provide survey
feedback over the course of a month. Feedback was given regarding survey design, set up,
and overall flow. A consent form, media release, and backgrounder were finalized.
The Research Team identified an extensive list of organizations and Elders and cultural
support workers who provide traditional, spiritual, and cultural health supports in the DTES.
Initially Peer Research Associates began conducting interviews with organizations they
had close connections to. At weekly meetings, the Peer Research Associates would identify
the next organizations and/or Elders and cultural support workers to interview over the
coming week. Peer Research Associates would contact the survey participant to arrange
for an interview.
Interviews were conducted from August through October 2016. The Research Team worked
with local Aboriginal organizations and agencies to build community awareness and
support the study, and to identify survey participants providing traditional, spiritual, and
cultural health and healing services.
During this data collection phase, the Research Team worked with the City Technical Team
and staff in supporting the ongoing data entry and analysis.
Study Participants
In total, the Peer Research Associates interviewed 65
organizations and their respective programs offering
traditional, spiritual, and cultural health supports in the DTES.
Initially, the Peer Research Associates targeted primary
health care and social support-oriented organizations in the
DTES. As the study progressed, interviews were conducted
with organizations in the DTES that provide services in
the areas of housing, education, employment, justice and
advocacy collectives, and mental health and addictions. The
Peer Research Associates also interviewed youth, women
and children organizations, as well as violence prevention
and support services. Nearing the conclusion of the study,
the Peer Research Associates reached out to organizations
outside the DTES who offered these services to residents
within the neighbourhood.
The Peer Research Associates also surveyed a total of 20 Elders and cultural support
workers who provide services for many of these organizations and/or offer traditional,
spiritual, and cultural health and healing supports in the DTES. Some Elders preferred to
be called traditional healers, spiritual workers, old people, and knowledge keepers. For the
purposes of this report, we have identified the term Elders to represent those participants
interviewed who are actively engaged in the delivery of traditional, spiritual, and cultural
health and healing supports and services in the DTES.

Aboriginal Health
and Wellness Survey
Location of Organizations
Surveyed
Legend
Organizations Surveyed
55% in DTES
0 1 2 3 Kilometers
It is important to clarify that only organizations and Elders who identified as providing
some sort of traditional, spiritual, and cultural health and healing support services in the
DTES were interviewed. Organizations or individuals who said they did not provide any
types of supports or services were not interviewed or included in these study results.
When organizations were asked the extent of traditional, spiritual, and cultural supports
being offered, a large majority always (71%) or often (18%) offered traditional, spiritual, and
cultural supports with their programs. Some organizations offer their services in partnership
and collaboration with other organizations in the DTES.
Data Collection and Analysis

The Technical Team implemented a system to input the data from the questionnaires,
compiling the survey data on a weekly basis. Both the Research Team and the Research
Advisory Committee were presented the data over the course of several meetings to allow
for input and engagement into the analysis for the final report.

OUR VALUES ABORIGINAL HEALTH, HEALING,
AND WELLNESS FINDINGS
WHO IS INVOLVED IN ABORIGINAL TRADITIONAL,

SPIRITUAL, AND CULTURAL SUPPORTS?
Organizational Staff Employment Status
Organizations were asked about how their traditional, spiritual, and cultural programs are
operated and maintained by staff. A large majority say they have full-time (80%) and part-
time (48%) staff. Almost a quarter of organizations have staff that is on contract (25%) and
on a casual basis (22%).
ORGANIZATIONAL STAFF EMPLOYMENT STATUS

Organizational Staff Employment Status
Is your program operated and maintained by staff [who are...]?
Is your program operated and maintained by staff [who are...]?
(Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Survey Q1)
Full-time staff 80%
Part-time staff 48%
Contract 25%
Casual 22%

Organizational Peer and Volunteer Support
Half of organizations use between 1-10 peers and volunteers to support the delivery of their
traditional, spiritual, and cultural health and healing supported programming.
Many organizations also use the support of volunteers and peers. Almost three in ten
organizations use between 1 to 5 (29%), with slightly fewer using 5 to 10 (22%). Two in ten
Organizational Peer and Volunteer Support
organizations use between 10 to 25 (8%) and more than 25 (14%). Almost a third of the
If peers and volunteers are involved, how many active and engaged volunteers support the program?
organizations do not use peers or volunteers in their service delivery of their program.
(Aboriginal Health, Healing and Wellness in the DTES, 2016,
Organizations Survey Q2)
Not Applicable 1-5

ORGANIZATIONAL PEER AND 28% 29%
VOLUNTEER SUPPORT
If peers and volunteers are involved, how
many active and engaged volunteers
support the program? (Aboriginal Health,
Healing and Wellness in the DTES, 2016, More than 25
14% 5-10
10-25 22%
8%
ALMOST A THIRD
OF THE ORGANIZATIONS DO NOT USE PEERS OR VOLUNTEERS
IN THEIR SERVICE DELIVERY OF THEIR PROGRAM.

Elder Employment Status
Elders play a vital role in the service delivery of traditional, spiritual, cultural health
and healing supports for organizations. Over half are employed in some capacity while
nearly four in ten Elders volunteer without pay. Elders work primarily with one-to-three
organizations. However, 45% of Elders work with four, five or even more organizations.
Six in ten Elders are employed (10%), on contract (20%) or receive honouria (25%) for
offering their traditional, spiritual, and cultural health and healing supports and services.
Almost four in ten Elders volunteer their services and Elder Employment Status
receive no payment for their work.
Are you employed by an organization? (Aboriginal Health, Healing and Wellness in the DTES, 2016,
Elders Survey Q1)
Employed
with Regular
No Pay
Answer 10%
Employed
10%
on Contract
20%
ELDER EMPLOYMENT STATUS
Are you employed by an organization?
(Aboriginal Health, Healing and Wellness
in the DTES, 2016, Elders Survey Q1) Volunteer/
No Payment Employed,
35% Receives
Honorarium
25%
Over half (55%) of Elders say they work for one-organization (15%) or two-to-three (40%)
organizations. About 15% of Elders say they work with four to five organizations. Three out
of ten (30%) say they offer their services to more than five organizations.
45% OF ELDERS
WORK WITH FOUR, FIVE OR EVEN MORE ORGANIZATIONS.

Number of Organizations Elders Support
Do you volunteer your services and/or offer cultural supports to one organization or more? If more,
how many? (Aboriginal Health and Wellness Survey, 2016, Elders Q2)
1 Organization
15%
NUMBER OF ORGANIZATIONS
ELDERS SUPPORT More than 5 2-3
Do you volunteer your services and/or Organizations Organizations
offer cultural supports to one organization 30% 40%
or more? If more, how many? (Aboriginal
Health and Wellness Survey, 2016, Elders Q2)
4-5
Organizations
15%
Aim of Cultural Activities to Support the Aboriginal Peoples in the DTES

Over two-thirds of all organizations (68%) and at least half of Elders (50%) aim to service
mostly and exclusively Aboriginal peoples in the DTES.
Aboriginal Support
To what extent does the program aim to service the Aboriginal population in the DTES? (Aboriginal Health, Healing
and Wellness in the DTES, 2016, Organizations Q4 + Elders Q3)
25%
Equally Aboriginal
and non-Aboriginal
40%
ABORIGINAL SUPPORT
To what extent does the program aim to 10%
service the Aboriginal population in the Depends 2%
DTES? (Aboriginal Health, Healing and
Wellness in the DTES, 2016, Organizations 40% Mostly 25% 25%
Q4 + Elders Q3) Aboriginal Exclusively
Aboriginal
28%
Elders
Organizations
Organizations say their programming aims to service exclusively (28%) and mostly (40%)
Aboriginal peoples in the DTES and with a quarter serving equally Aboriginal and non-
Aboriginal population (25%).
Elders and cultural support workers say that half of their services aim to support exclusively
(25%) and mostly (25%) Aboriginal peoples. Four in ten Elders are supporting both equally
Aboriginal and non-Aboriginal peoples (40%) in the DTES.

Who Has Priority for These Cultural Supports in the DTES
Organizations identify Aboriginal women as their primary priority group (92%), followed by
Aboriginal LGBTQ/Two-Spirit Community (85%) and Aboriginal men (77%). Over six in ten
organizations provide traditional, spiritual, and cultural supports to Aboriginal Elders and
seniors (68%) and Aboriginal youth (62%). Over half (52%) provide these kinds of supports
to Aboriginal children.
WHICH PRIORITY GROUPS ARE SUPPORTED?

Does the program provide traditional, spiritual, and cultural supports to any of the following priority groups
in the DTES? (Organizations Survey Q5)
Do you provide traditional, spiritual, and cultural Which Priority Groups Are Supported?
supports to any of the following priority groups in the DTES?
Does the program provide traditional, spiritual, and cultural supports to any of the following priority groups in the DTES? (Organizations Survey Q5)
(Elders Survey Q4)
Do you provide traditional, spiritual, and cultural supports
Percentage of Yes responses. Aboriginal Health, Healing and Wellness to any of the following priority groups in the DTES? (Elders Survey Q4)
in the DTES, 2016
Percentage of 'Yes' responses. Aboriginal Health, Healing and Wellness in the DTES, 2016
92%
Aboriginal women
85%
85%
Aboriginal LGBTQ/Two-Spirit Community
70%
77%
Aboriginal men
70%
68%
Aboriginal Elders and seniors
80%
62%
Aboriginal youth
65%
52%
Aboriginal children Organizations
70%
Elders
Elders similarly identify Aboriginal women (85%) as their main priority group, followed
closely by Aboriginal Elders and seniors (80%) in the DTES. Seven in ten (70%) identify
Aboriginal men, Aboriginal LGBTQ/Two-Spirit Community, and Aboriginal children as equal
priority groups to offer traditional, spiritual, and cultural supports to. Elders identify
Aboriginal youth (65%) similarly to organizations response (65%). In both cases, Aboriginal
youth and children are identified last.

Cultural Supports for Vulnerable or At-Risk Populations in the DTES
When organizations were asked whether their programs provided traditional, spiritual, and
cultural supports to any vulnerable or at-risk populations in the DTES, they identified low-
income individuals, families or the elderly (95%). Next, victims of violence (89%), homeless
(86%), chronically ill and disabled (86%), and persons living with HIV/HCV (85%) are
mentioned. Slightly fewer, but still more than three quarters identify former and current sex
workers (78%), residential school survivors (78%), illicit drug users (77%), and parolees and
former inmates (75%). Significantly fewer organizations identified at-risk youth and youth
aging out of care (57%) and veterans (49%).
AT-RISK SUPPORTED BY ORGANIZATIONS

At-Risk Supported by Organizations
Does the program provide traditional, spiritual, and cultural supports to any of the following vulnerable or at-risk
populations in the DTES? (Aboriginal Health, Healing and Wellness in the DTES, 2016,in the DTES? (Aboriginal Health, Healing and
Does the program provide traditional, spiritual, and cultural supports to any of the following vulnerable or at-risk populations Organizations Survey Q6)
Wellness in the DTES, 2016, Organizations Survey Q6)
Low-income individuals, families or elderly 95%
Victims of violence 89%
Homeless 86%
Chronically ill and disabled 86%
Persons living with HIV/HCV 85%
Sex workers 78%
Residential school survivors 78%
Illicit drug users 77%
Parolees and former inmates 75%
Illicit alcohol users 72%
At-risk youth and/or youth aging out of care 57%
Veterans 49%
Percentage of 'Yes' responses
Elders and cultural workers identify illicit alcohol users (95%) as the primary vulnerable or
at-risk population in the DTES that their work supports. Similar to organizations, low-income
individuals, families or the elderly (90%), homeless (90%), and chronically ill and disabled
(90%) remain high priorities. Although Elders appear to provide traditional, spiritual, and
cultural supports to a greater degree of illicit drug users (90%). Overall, Elders provide
supports in relative comparison to organizations with persons living with HIV/HCV (85%),
sex workers (80%), victims of violence (80%), and residential school survivors (80%).
Similarly, lower categories include parolees and former inmates (65%), veterans (65%), and
at-risk youth and/or youth aging out of care (60%).

AT-RISK SUPPORTED BY ELDERS
At-Risk Supported by Elders
Does your traditional, spiritual, and cultural work support any of the following vulnerable or at-risk populations
in the DTES?Does your traditional, spiritual, and cultural work support any of the following vulnerable or at-risk populations in the DTES? (Aboriginal Health, Healing
(Aboriginal Health, Healing and Wellness in the DTES, 2016, Elders Survey Q5)
and Wellness in the DTES, 2016, Elders Survey Q5)
Illicit alcohol users 95%
Homeless 90%
Illicit drug users 90%
Low-income individuals, families or elderly 90%
Chronically ill and disabled 90%
Persons living with HIV/HCV 85%
Sex workers 80%
Victims of violence 80%
Residential school survivors 80%
Parolees and former inmates 65%
Veterans 65%
At-risk youth and/or youth aging out of care 60%
Where Do They Take Place?

The Aboriginal Health, Healing, and Wellness in the DTES research study set out to identify
organizations that offered traditional, spiritual, and cultural health and healing supports in
the DTES. All organizations that participated agreed they offered some kind of traditional,
spiritual, and cultural activity within their programming. Almost seven in ten organizations
aim to service mostly (40%) and exclusively (28%) the Aboriginal population in the DTES.
The research team interviewed Elders who provide service to these organizations and/
or offer traditional, spiritual, and cultural health and healing supports in the DTES. The
intention was to gain an understanding of the nature of the health, healing, and wellness
supports currently being offered in the DTES.

What is Offered?
Both organizations and Elders were asked about the kinds of traditional, spiritual, and
cultural activities that are being offered in the DTES.
Organizations identify smudge (85%), prayer (85%), healing, talking or sharing circles (82%),
drumming, songs, and dancing (78%) and Elders teachings (77%) as the most prevalent
activities. Over half of the organizations also mention artistic activities and craft workshops
(74%), traditional food cooking (66%), storytelling (63%), and feasts (54%).

DTES Traditional, Cultural, and Spiritual Supports
DTES TRADITIONAL, CULTURAL, AND SPIRITUAL SUPPORTS
What kinds of traditional, spiritual, and cultural activities are offered in the DTES?
(Aboriginal Health, Healing and Wellness(Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q17 + Elders Q8)
in the DTES, 2016, Organizations Q17 + Elders Q8)
Smudge 85%
90%
Prayer 85%
75%
Healing, talking or sharing circles 82%
75%
Drumming, songs, and dancing 78%
65%
Elders teachings 77%
90%
Artistic activities and craft workshops 74%
65%
Traditional food cooking 66%
35%
Storytelling 63%
65%
Feasts 54%
60%
Brushing-Off Ceremony 49%
45%
Sweat lodge 43%
35%
Medicine gardens/harvest 31%
35%
Traditional camp/retreat 28%
30%
Pipe Ceremony 25%
40%
Traditional games 22%
30%
Full Moon Ceremony 17%
20%
Sun Dance 17%
25%
Moon Lodge Ceremony 12%
20%
12% Organizations
Naming Ceremony 30%
Canoeing 12% Elders
10%
Less than half of the organizations offer more ceremonial-oriented activities, such as
Brushing-off Ceremony (49%), Sweat Lodge (43%), Pipe Ceremony (25%), Full Moon (17%),
Sun Dance (17%), Moon Lodge (12%), and Naming Ceremony (12%). Both organizations and
Elders identified some other traditional, cultural, and spiritual activities. The activities listed
are by no means a conclusive and definitive list.
LESS THAN HALF

OF THE ORGANIZATIONS OFFER MORE
CEREMONIAL-ORIENTED ACTIVITIES.

DTES TRADITIONAL, CULTURAL, AND SPIRITUAL SUPPORTS BY ORGANIZATIONS
DTES Traditional, Cultural, and Spiritual Supports by Organizations
What kinds of traditional, spiritual, and cultural activities are offered in the DTES? (Aboriginal Health, Healing and Wellness in the DTES, 2016,
Smudge 85%
Prayer 85%
Storytelling 63%
Feasts 54%
Brushing-off Ceremony 49%
Sweat Lodge 43%
Pipe Ceremony 25%
Sun Dance 17%
Naming Ceremony 12%
Canoeing 12%
Elders and cultural support workers report that smudging (90%) and offering Elders
teachings (90%) are offered most in the DTES. Second, Elders offer prayer (75%) and
healing, talking or sharing circles (75%). Similar to organizations, drumming, songs and
dancing (65%), artistic activities and craft workshops (65%), storytelling (65%), and feasts
(60%) come in above the mid-range of supports provided.
Between two and four Elders out of ten (20-45%) offer more ceremonial-oriented activities.
Elders offer Pipe (40%) and Brushing-off (45%) ceremonies with lower percentages
involving Full Moon (20%), Cedar Wash (20%), and Moon Lodge ceremonies.
ELDERS AND CULTURAL SUPPORT WORKERS REPORT

THAT SMUDGING (90%) AND OFFERING ELDERS TEACHINGS (90%)
ARE OFFERED MOST IN THE DTES.

DTES TRADITIONAL, CULTURAL, AND SPIRITUAL SUPPORTS BY ELDERS
DTES Traditional, Cultural, and Spiritual Supports by Elders
What kinds ofWhat kinds of traditional, cultural, and spiritual supports do you offer in the DTES? (Aboriginal Health, Healing and Wellness in the DTES, 2016, Elders
traditional, cultural, and spiritual supports do you offer in the DTES?
(Aboriginal Health, Healing and Wellness in the DTES, 2016,Survey Q8) Elders Survey Q8)
Smudge 90%
Prayer 75%
Storytelling 65%
Feasts 60%
Brushing-off Ceremony 45%
Pipe Ceremony 40%
Sweat Lodge 35%
Naming Ceremony 30%
Sun Dance 25%
Cedar Wash 20%
Canoeing 10%
Both organizations and Elders offer a variety of traditional, spiritual, and cultural activities,
such as smudging, healing circles, and Elders teachings. In each case, less than half of
organizations and Elders offer ceremonial focused activities. Some organizations do offer
traditional food cooking (66%) in comparison to Elders who identify offering this activity
significantly less so (35%). Overall, organizations and Elders offer relatively the same kind of
traditional, spiritual, and cultural supports in the DTES.
WHERE DO THEY TAKE PLACE?

Traditional, Spiritual, and Cultural Health and Healing Spaces
Organizations were asked about the spaces where their programming offered traditional,
spiritual, and cultural health and healing supports. The vast majority identifies the space as
being enclosed indoors (95%), able to provide for privacy (78%), and with over half (52%)
being able to provide access to outdoor activities. Almost all spaces provide access to
running water (95%), and bathroom facilities (92%). Access to bathroom facilities for usage
by participants however was not specified. Two-thirds (65%) of the spaces have access to
akitchen.

Traditional, Cultural, and Spiritual Programming Spaces
TRADITIONAL, CULTURAL, AND SPIRITUAL PROGRAMMING SPACES
Is the space/DoesIs the space/Does the space have ...? (Aboriginal Health and Wellness in the DTES, 2016,
the space have ...?
Organizations Survey Questions 8-15)
(Aboriginal Health and Wellness in the DTES, 2016, Organizations Survey Questions 8-15)
95% 95% 92%

82% 78%
65%
52%
46%
Enclosed Running Accessible Shared Privacy Kitchen Outdoor Competing

indoors water bathroom activities priorities
A majority of the spaces are shared (82%). Nearly half (46%) acknowledge these spaces did
not face competing priorities. Finally, 58% of spaces always or often meet the needs for
offering traditional, spiritual, and cultural health and healing supports. Only one third (31%)
of spaces will occasionally meet the Adequate Space for Health and Healing Support
need. While one in ten (11%) spaces fail to meet the
needs of providing traditional, spiritual, and cultural health and healing support services.
To what extent does the programs space meet the needs for offering traditional, spiritual,
and cultural health and healing supports? (Aboriginal Health, Healing and Wellness in the
DTES, 2016, Organizations Survey Q16)
Always or
Often
58%
ADEQUATE SPACE FOR
HEALTH AND HEALING
SUPPORT
To what extent does the programs space Never 5%
meet the needs for offering traditional,
spiritual, and cultural health and healing
supports? (Aboriginal Health, Healing and
Wellness in the DTES, 2016, Organizations
Survey Q16)
Occasionally
31%

Partnerships and Collaborations
PARTNERSHIPS AND COLLABORATIONS

What kind of services or organizations have you been asked to collaborate or partner with?
(Organization Survey Q24) Partnerships and Collaborations
What kinds of organizationsWhat kind of services or organizations have you been asked to collaborate or partner with? (Organization Survey Q24)
do you provide traditional, spiritual, and cultural supports for? (Elders Survey Q7)
Percentage of Yes responses.What kinds of organizations do you provide traditional, spiritual, and cultural supports for? (Elders Survey Q7)
Aboriginal Health, Healing and Wellness in the DTES, 2016
69%
Health Centres
60%
66%
Housing Services
25%
60%
Counselling Centres
35%
54%
Friendship Centres
45%
49%
Aboriginal Youth Centres
25%
49%
Healing Centres
40%
48%
Child and Family Services
30%
48%
Employment Centres
20%
46%
Aboriginal Legal Services
25%
46%
Government
30%
43%
Arts and Cultural Centres
30%
35%
Research Centres
35%
23%
Organizations
Charities
20% Elders
Over half of programs offering traditional, spiritual, and cultural supports are being asked to
partner with health centres (69%), housing services (66%), counselling centres (60%) and
friendship centres (54%).
When Elders were asked about the kind of organizations they provide traditional, spiritual,
and cultural supports for, a majority of six in ten Elders identify health centres (60%) as
the primary type of service organization. Slightly fewer mention friendship centres (45%),
healing centres (40%), counselling centres (35%), and research centres (35%).
Participation in Cultural Activities Outside the DTES

Many Aboriginal cultural activities are more widely available outside of the DTES.
Organizations were asked about supporting the participation of its members in traditional,
spiritual, and cultural activities outside of the DTES.
Half of all organizations always or often (51%) provide support of its members to participate
in traditional, spiritual, and cultural activities outside of the DTES. Three in ten organizations
will occasionally (34%) support participation in these activities, compared to those who
rarely (5%) or never (11%).

Organizations' Support of Activities Outside DTES
To what extent does the program support participation of its members to attend any of these traditional,
To what extent does the program support participation of its members to attend any of these
spiritual, and cultural activities outside the DTES? (Aboriginal Health, Healing and Wellness in the DTES,
traditional, spiritual, and cultural activities outside the DTES? (Aboriginal Health, Healing and Wellness
2016, Organizations Survey Q18)
in the
Never
11%
ORGANIZATIONS SUPPORT
OF ACTIVITIES OUTSIDE DTES
To what extent does the program support Always or
participation of its members to attend any
of these traditional, spiritual, and cultural
Often
activities outside the DTES? (Aboriginal 51%
Health, Healing and Wellness in the DTES, Occasionally
2016, Organizations Survey Q18) 34%
WHEN DO THEY TAKE PLACE?

Aboriginal Cultural Activities Available in the DTES
Almost half of both organizations and Elders agree there are some (48%) Aboriginal
activities being offered in the DTES in comparison to 15% who agree there are a lot. To a
lesser degree, organizations and Elders find only a few (35%) cultural activities are available.
Overall six in ten feel more optimisticallyAvailability of Aboriginal Cultural Activities
about the availability of Aboriginal cultural
activities in the DTES. Are there a lot, some, a few or no Aboriginal cultural activities available in the DTES community?
Organizations Q30 + Elders Q17)
A lot
AVAILABILITY OF ABORIGINAL 15%
CULTURAL ACTIVITIES
Are there a lot, some, a few or no Aboriginal Some
cultural activities available in the DTES 48%
community? (Aboriginal Health, Healing
and Wellness in the DTES, 2016,
A Few
35%

Frequency of Traditional, Spiritual, and Cultural Supports
in Organizations
It is important to clarify that only organizations and Elders who identified as providing
some sort of traditional, spiritual, and cultural health and healing support services in the
DTES were interviewed. Organizations or individuals who said they did not provide any
Extent of Organizations' Traditional, Spiritual, and
types of supports or services were not interviewed or included in these study results.
Most organizations always or often (71%) offer traditional, Cultural Supports
spiritual, and cultural health and
To what extent are traditional, spiritual, and cultural supports are offered within the program?
healing supports in their programs.
Occasionally
EXTENT OF ORGANIZATIONS 18%
TRADITIONAL, SPIRITUAL,
AND CULTURAL SUPPORTS Always Rarely
To what extent are traditional, spiritual, and or Often 9%
cultural supports are offered within the 71%
program? (Aboriginal Health, Healing and
Wellness in the DTES, 2016, Organizations
Survey Q3)
Organizations were asked the extent traditional, spiritual, and cultural supports are offered
within their programs. Seven in ten (71%) organizations, always or often offer traditional,
spiritual, and cultural supports and activities to their members. Significantly fewer
organizations will occasionally (18%) offer these kinds of supports, and some rarely (9%)
and never (2%) fully incorporate traditional, spiritual, and cultural supports into their
programming.
Frequency of Traditional, Spiritual, and Cultural Supports by Elders

A majority of Elders (75%) offer traditional, spiritual, and cultural supports for organizations
on a weekly basis.
More than seven in ten Elders say they offer weekly traditional, spiritual, and cultural
supports from daily (30%) to a few times a week (45%) to organizations in the DTES.
Others say a few times a month (15%) to every couple of months (5%).

Support for Organizations in the DTES
How often do you provide traditional, spiritual and cultural supports for organizations in DTES?
Daily
30%
SUPPORT FOR
ORGANIZATIONS
IN THE DTES
How often do you provide traditional,
spiritual and cultural supports for Few Times
organizations in DTES? (Aboriginal Health, Few Times A Week
Healing and Wellness in the DTES, 2016, A Month 45%
Elders Survey Q6) 15%
Frequency of Partnerships with Frequency of Organizations' Partnerships

Other DTES Organizations
How often does your traditional, spiritual, and cultural program get asked to partner with
other organizations in DTES? (Aboriginal Health, Healing and Wellness in the DTES, 2016,
Few Times
A Week Few Times
FREQUENCY OF 12% A Month
Daily
ORGANIZATIONS 31%
8%
PARTNERSHIPS
How often does your traditional, spiritual,
and cultural program get asked to
partner with other organizations in DTES? Never Once A
(Aboriginal Health, Healing and Wellness in 14% Month
the DTES, 2016, Organizations Survey Q23) Every
12%
Couple of
Months
20%
Organizations were asked how often do their traditional, spiritual, and cultural programs
get asked to partner with other DTES organizations?
Some organizations are engaged in daily (8%) or weekly (12%) requests. Three in ten
organizations say a few times a month (31%) and with slightly fewer saying every couple of
months (20%) or never (14%).
Almost two-thirds (63%) of organizations are actively engaged with other DTES
organizations throughout the month.

WHY ARE TRADITIONAL, SPIRITUAL, AND CULTURAL
HEALTH AND HEALING SUPPORTS IMPORTANT?
Extent of Choice of Health Services in DTES
To what extent do you feel there is a about the health services that are accessible to
Aboriginal peoples in the DTES?
Choice of Health Services for Aboriginal Peoples

CHOICE OF HEALTH SERVICES FOR ABORIGINAL PEOPLES IN THE DTES
in the DTES
To what extent do you feel there is a choice about the health services that are accessible to Aboriginal peoples
inTo what extent do you feel there is a choice about the health services that are accessible to Aboriginal
the DTES? Do you feel there is?
(Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q21+Elders Q11)
peoples in the DTES? Do you feel there is? (Aboriginal Health, Healing and Wellness in the DTES, 2016,
Organizations Q21+Elders Q11)
35%
29%
27%
4%
A lot Some Little No choice at all
When asked directly, both organizations and Elders feel there is either a lot (27%) or some
(35%) choice about accessing health services in the DTES, compared to those who feel
there is either a little (29%) or no choice at all (4%).
Over six in ten (62%) feel more positively about the extent of choice of health services
available to the Aboriginal population in the DTES. However, the overall level of satisfaction
is marginally low.

Traditional Healing Practices vs. Mainstream Care
In 2011, the Urban Aboriginal Peoples Study report found access to traditional healing
practices is as, if not more, important than access to mainstream health care for majorities
of urban Aboriginal peoples.5
In this study, organizations and Elders were also asked, Is having access to traditional
healing practices more important, less important or equally important to you as access to
non-Aboriginal or mainstream health care services?
More than half agree and say access to traditional healing practices are more important to
them than access to non-Aboriginal or mainstream health care services with more than six
in ten (66%) organizations and more than five (55%) Elders believe so.
The view that access to traditional healing practices is equally important than access
to mainstream health care services is more evident among Elders (35%) than among
organizations (28%). Only 5% of organizations and Elders consider traditional healing to be
less important than access to mainstream health care.
A significant majority say access to traditional and culturally appropriate health care
practices is at least equally, if not more, important to Elders (90%) and organizations (94%)
than access to mainstream health care.
Importance of Aboriginal Services in Addition

to Non-Aboriginal Services
Large majority of participants believe it
is very important to also have Aboriginal-
specific services in the DTES. ORGANIZATIONS AND ELDERS
In 2011, the Urban Aboriginal Peoples
Study found there is a strong consensus
ARE CONVINCED THAT IT IS VERY
among Aboriginal peoples in Vancouver
that it is important for Aboriginal services
IMPORTANT FOR ABORIGINAL
to exist in addition to non-Aboriginal
ones. The Urban Aboriginal Peoples
SERVICES TO EXIST IN ADDITION
Studys Vancouver report identified nine
in ten or more said it is very important to
TO NON-ABORIGINAL ONES IN
have Aboriginal child and family services
(95%), addiction program (92%), and
THE DTES.
housing services (91%).6
Now more than nine in ten organizations and Elders also identify Aboriginal addictions
program (92%), health centres (92%), housing services (91%), and Aboriginal child care or
daycares (91%), as being very important. Slightly fewer identify Aboriginal child and family
services (89%), Aboriginal employment centres (89%), and Aboriginal food programs
(86%). More than eight in ten say Aboriginal elementary and secondary schools (85%), and
5 See Urban Aboriginal Peoples Study: Main Report at 116.

6 See Urban Aboriginal Peoples Study: Vancouver Report at 48.

Aboriginal colleges and universities (81%) are very important Aboriginal services that should
exists in addition to non-Aboriginal ones in the DTES.
Organizations and Elders are convinced that it is very important for Aboriginal services to
exist in addition to non-Aboriginal ones in the DTES.
IMPORTANCE OF ABORIGINAL SERVICES

IN ADDITION TO NON-ABORIGINAL ONES
How important do you think the following Aboriginal services exist in addition to non-Aboriginal ones in the DTES?
For each one, Importance of Aboriginal Services in Addition to Non-Aboriginal Ones
please tell me if you think it is very important, somewhat important or not so important.
(Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q25 + Eldersplease tell me if you think it is very important,
How important do you think the following Aboriginal services exist in addition to non-Aboriginal ones in the DTES? For each one, Q12)
somewhat important or not so important. (Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q25 + Elders Q12)
Addiction programs 92%
Health centres 92%
Childcare/daycare 91%
Housing services 91%
Child and family services 89%
Employment centres 89%
Food programs 86%
Elementary and secondary schools 85%
Colleges and universities 81%
Percentage who indicated 'Very Important'
Importance of Services Providing Traditional, Spiritual,

and Cultural Health and Healing Supports in the DTES
Organizations and Elders were asked how important various services provide traditional,
spiritual, and cultural health and healing supports in the DTES.
Organizations and Elders place a greater importance on child and family services (95%) and
child care or daycares (94%) than any other service in providing traditional, spiritual, and
cultural health and healing supports in the DTES. Other services include addiction programs
(93%), health centres (91%) and food programs (91%). Slightly fewer mention elementary
and secondary schools (89%), colleges and universities (87%), employment centres (86%),
and housing services (85%).

IMPORTANCE OF PROVIDING TRADITIONAL, SPIRITUAL,
& CULTURAL HEALTH & HEALING
How important do you think the following services provide traditional, spiritual, and cultural health and healing
supports in the DTES? Importance of Providing Traditional, Spiritual, & Cultural Health & Healing
For each one, please tell me if you think it is very important, somewhat important or not so
How important do you think the following services provide traditional, spiritual, and cultural health and healing supports in the DTES? For each one, please tell me if you think it is very
important. (Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q26 + Elders Q13)
important, somewhat important or not so important. (Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q26 + Elders Q13)
Child and family services 95%
Child care or daycares 94%
Addiction programs 93%
Health centres 91%
Food programs 91%
Elementary and secondary schools 89%
Colleges and universities 87%
Employment centres 86%
Housing services 85%
Percentage who indicated 'Very Important'
Overall there is a strong consensus among organizations and Elders that it is very important
for all services to provide traditional, spiritual, and cultural health and healing supports in
the DTES.
Impact of Offering Traditional, Spiritual, and Cultural Supports

in the DTES
With a strong sense of empowerment, organizations and Elders are very confident
that they can make the DTES a better place to live by offering traditional, spiritual, and
cultural supports.
Most organizations and Elders say by offering their respective traditional, spiritual, and
cultural supports that they can have a big impact (80%) in making the DTES be a better
place to live. By comparison, Elders say their traditional, spiritual, and cultural supports can
have moderate impact (20%) while organizations feel their supports will make a moderate
(14%) impact in making the DTES be a better place to live.

Making the DTES a Better Place to Live Through
Cultural Activities
MAKINGOverall, how much impact do you think traditional, spiritual, and cultural supports like yours can have in
THE DTES A BETTER PLACE TO LIVE THROUGH CULTURAL ACTIVITIES
Overall, howmaking the DTES be a better place to live? (Aboriginal Health, Healing and Wellness in the DTES, 2016,
much impact do you think traditional, spiritual, and cultural supports like yours can have
in making the DTES be a better place to live?Organizations Q22 + Elders Q11)
(Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q22 + Elders Q11)
Moderate
Big Impact
Organizations Impact
80%
14%
Moderate
Big Impact
Elders Impact
80%
20%
Strength of Aboriginal Culture

In 2011, the Urban Aboriginal Peoples Study found Aboriginal peoples in Vancouver display
a very strong sense of cultural vitality with seven in ten (70%) thinking that Aboriginal
culture in the city has become stronger in the last five years.7
Today in the DTES, there is still a strong sense of optimism about the direction of Aboriginal
culture in recent years.
Overall, more than seven in ten (78%) think that Aboriginal culture in the DTES has become
stronger in the last five years, while only five present say it has become weaker. Another
eight percent say it has not changed.

Strength of Aboriginal Culture
In the last five years, do you think that Aboriginal culture in the DTES has become stronger, become
STRENGTH OF ABORIGINAL CULTURE
weaker, or has not changed? (Aboriginal Health, Healing and Wellness in the DTES, 2016,
In the last five years, do you think that Aboriginal culture in the DTES has become stronger, become weaker,
or has not changed? (Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q31 + Elders Q18)
78%
5%
8%
Stronger Weaker Has not changed
Maintaining Aboriginal Cultural Identity

The 2011 Urban Aboriginal Peoples Study found Aboriginal peoples in Vancouver feel
language is the most important aspect of Aboriginal culture to be passed on to future
generations, but also place a high value on customs and traditions, family values,
ceremonies, art and spirituality.8
Today Elders are the most important aspect of Aboriginal culture to be passed on to future
generations. Participants place a high value on Elders teachings, knowledge, and wisdom.
When organizations and Elders are asked what aspects of Aboriginal culture are most
important to be passed on to their children or grandchildren, they say Elders (99%),
followed by customs/traditions (98%), art (98%), music (98%), food (98%), and family
values (98%). Slightly fewer say celebrations (96%), ceremonies (96%), ethics (96%), land/
space (96%), and spirituality (96%). Language (94%), leadership (94%), and history (93%)
are lower ranked cultural priorities to be passed on to the next generation.
This set of cultural priorities is similar found among urban Aboriginal peoples with the
Urban Aboriginal Peoples Studys Vancouver survey findings identifying language (72%),
followed by Aboriginal customs and traditions (67%), family values (63%), Aboriginal
ceremonies (62%), art (62%) and spirituality (61%).9


ABORIGINAL CULTURE
In your opinion, what aspects of Aboriginal culture are Aboriginal Culture
most important to pass on for the next generations?
In your opinion, what aspects of Aboriginal culture are most important to pass on for the next generations?
Elders 99%
Customs/traditions 98%
Art 98%
Music 98%
Food 98%
Family values 98%
Celebrations/events 96%
Ceremonies 96%
Ethics 96%
Land/space 96%
Spirituality 96%
Language 94%
Leadership 94%
History 93%
HOW DO ABORIGINAL TRADITIONAL, SPIRITUAL, AND CULTURAL

HEALTH AND HEALING SUPPORTS SERVE THE DTES?
Ease of Access to Traditional, Spiritual, and Cultural Health
and Healing Practices
In the Urban Aboriginal Peoples Study findings, six in ten urban Aboriginal peoples said it
was easy to access traditional healing practices.10 In this study, organizations were asked
a similar question: How easy or difficult is it for your participants to access traditional,
spiritual, and cultural health and healing practices, such as natural medicines, healing circles
and other ceremonies, and the counsel of Elders in the DTES?
Almost half of the organizations (46%) feel that their programs participants find it
somewhat difficult, with an additional 15% finding it very difficulty to access cultural health
and healing practices in the DTES. Almost three in ten (28%) disagree and find participants
access to cultural health services to be somewhat easy or even very easy (8%).
Overall, six in ten (61%) organizations perceive participants to experience an extent of
difficulty in accessing traditional, spiritual, and cultural health and healing supports in
theDTES.
10 See Urban Aboriginal Peoples Study: Main Report at 116.

Ease of Access to Cultural Health and Healing
How easy or difficult is it for your participants to access traditional, spiritual, and cultural health and healing
practices, such as natural medicines, healing circles and other ceremonies, and the counsel of Elders in the
DTES? (Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Survey Q33)
Somewhat
Easy
EASE OF ACCESS 28%
TO CULTURAL HEALTH
Very Easy
AND HEALING
8%
How easy or difficult is it for your
participants to access traditional, spiritual,
and cultural health and healing practices,
such as natural medicines, healing circles Very Somewhat
and other ceremonies, and the counsel of Difficult Difficult
Elders in the DTES? (Aboriginal Health, 46%
Healing and Wellness in the DTES, 2016,
15%
Elders and cultural workers were asked whether they experience ease or difficulty in
offering traditional, spiritual, and health and healing practices. More than five in ten (55%)
Elders experience difficulty, with some finding it very difficult (10%) and others somewhat
difficult (45%).
Barriers for Participants in Accessing Cultural Activities

Organizations and Elders were asked about known barriers for participants in accessing any
traditional, spiritual, and cultural activities. Lack of transportation and limited availability of
services appear to be two main barriers.
Eight in ten Elders identify limited availability of services (85%), cost of participation
(85%), and lack of space (80%). Slightly fewer mention protocols (75%), lack of awareness/
communication (70%), child care (70%), and high demands and cannot meet the
communitys needs (60%). Around half of the Elders interviewed say harm reduction
reasons (55%), lack of a food program (50%), and lack of safety (50%).
Beyond transportation (75%) and limited availability of services (62%), organizations
say child care (58%), lack of awareness/communication (57%), the high demand to meet
communitys needs (55%) and costs of participation (52%) continue to be barriers to access
traditional cultural activities. Half of organizations or less identify harm reduction reasons
(51%), lack of a food program (45%), physical space (45%), protocols (34%), and lack of
safety (33%).
In contrast, lack of space and protocols appear to be viewed as higher barriers for Elders
than organizations.

BARRIERS FOR PARTICIPANTS IN ACCESSING CULTURAL SERVICES
Has this programs participants faced any known barriers in accessing any traditional,
spiritual, and cultural activities? (Organizations Survey Q20)
Have there been known barriers forBarriers for Participants in Accessing Cultural Services
participants in accessing any traditional, spiritual,
and cultural activities in the DTES? (Elders Survey Q9)
Has this programs participants faced any known barriers in accessing any traditional, spiritual, and cultural activities? (Organizations Survey Q20)
Percentage of Yes responses. Aboriginal Health, Healing and Wellness in the DTES, 2016
Have there been known barriers for participants in accessing any traditional, spiritual, and cultural activities in the DTES? (Elders Survey Q9)
75%
Transportation
90%
62%
Limited availability of services
85%
52%
Costs for participation
85%
45%
Lack of space
80%
34%
Protocols
75%
58%
Childcare
70%
57%
Lack of awareness/communication
70%
55%
High demand and cannot meet communitys needs
60%
51%
Harm reduction reasons
55%
31%
Lack of safety
50% Organizations
45%
Lack of food program Elders
50%
LACK OF TRANSPORTATION
AND LIMITED AVAILABILITY OF SERVICES
APPEAR TO BE TWO MAIN BARRIERS.

Organizational Barriers in Offering Cultural Activities
Nine in ten organizations say lack of funding and resources (91%) is the primary barrier in
offering any traditional, spiritual, and cultural activities.
Slightly fewer identify funders priorities (72%), followed by half saying access and
availability of Elders (52%) and lack of cultural inclusion (52%), such as in practicing culture
within services. Other known barriers include accessibility of services (49%), support for
teaching cultural safety and competence (45%), more knowledgeable and supportive staff
(42%), sense of community (38%), and consistent staff (32%). Only 3% of organizations site
physical space as a barrier.
ORGANIZATIONAL BARRIERS IN OFFERING CULTURAL ACTIVITIES

Organizational Barriers in Offering Cultural Activities
Has this program faced any known barriers in offering any traditional, spiritual, and cultural activities?
Has this program faced any known barriers in offering any traditional, spiritual, and cultural activities? (Aboriginal Health, Healing and Wellness in the
Lack of funding/resources 91%
Funders priorities 72%
Lack of cultural inclusion 52%
Access and availability of Elders 52%
Accessibility of services 49%
Support for teaching cultural safety and cultural competence 45%
More knowledgeable and supportive staff 42%
Sense of community 38%
Consistent staff 32%
Physical space 3%

Ease for Elders in Offering Traditional, Spiritual,
and Cultural Health and Healing Practices
More than five in ten Elders say it is very (10%) or somewhat (45%) difficult to offer
traditional, spiritual, and cultural health and healing practices, such as natural medicines,
healing circles and other ceremonies,Ease for Elders of Offering Health and Healing
and the counsel of Elders. Over four in ten say it is
somewhat (30%) or very (15%) an Elder/Cultural Support Worker, how easy or difficult is it for you to offer
As easy to access these practices.
As an Elder/Cultural Support Worker, how easy or difficult is it for you to offer traditional, spiritual and cultural
health and healing practices, such as natural medicines, healing circles and other ceremonies, and your counsel
traditional, spiritual and cultural health and healing practices, such as natural
[of elders] in the DTES? (Aboriginal Health, Healing and Wellness in the DTES, 2016, Elders Survey Q20)
medicines, healing circles
Very Easy
EASE FOR ELDERS OF Very 15%
OFFERING HEALTH AND Difficult
HEALING 10%
As an Elder/Cultural Support Worker, Somewhat
how easy or difficult is it for you to offer Easy
traditional, spiritual and cultural health and 30%
healing practices, such as natural medicines,
healing circles and other ceremonies, and
your counsel [of elders] in the DTES? Somewhat
(Aboriginal Health, Healing and Wellness in
the DTES, 2016, Elders Survey Q20)
Difficult
45%
MORE THAN FIVE IN TEN ELDERS

SAY IT IS VERY (10%) OR SOMEWHAT (45%) DIFFICULT
TO OFFER TRADITIONAL, SPIRITUAL, AND CULTURAL HEALTH
AND HEALING PRACTICES.

Ease for Elders to Access Supportive Traditional Healing Practices
Actual access to traditional healing practices by Elders appears to be slightly on the easier
side. Five in ten Elders say it is very (25%) and somewhat (30%) easy for their self-care to
access supportive traditional healing practices, such as natural medicines, healing circles,
and the counsel of other Elders. Slightly Ease for Elders to Access Traditional Healing
fewer say it is somewhat (30%) and very (15%) hard
to access these practices. As an Elder/Cultural Support Worker, how easy or difficult is it for your own self-care to access supportive traditional
As an Elder/Cultural Support Worker, how easy or difficult is it for your own self-care to access
supportive traditional healing practices, such as natural medicines, healing circles and other
healing practices, such as natural medicines, healing circles and other ceremonies, and the counsel of Elders?
ceremonies, and t
Very Easy
25%
EASE FOR ELDERS TO ACCESS
TRADITIONAL HEALING Very
As an Elder/Cultural Support Worker, how Difficult
easy or difficult is it for your own self-care 15%
to access supportive traditional healing Somewhat
practices, such as natural medicines, Easy
healing circles and other ceremonies, and 30%
the counsel of Elders? (Aboriginal Health,
Healing and Wellness in the DTES, 2016, Somewhat
Elders Survey Q21)
Difficult
30%
FIVE IN TEN ELDERS

SAY IT IS VERY (25%) AND SOMEWHAT (30%) EASY FOR THEIR
SELF-CARE TO ACCESS SUPPORTIVE TRADITIONAL HEALING PRACTICES.

Elders Needs to Provide Traditional, Spiritual, and Cultural Supports
Elders and cultural support workers say they need cultural inclusion and consistent staff to
provide traditional, spiritual, and cultural supports.
WHAT ELDERS NEED TO PROVIDE TRADITIONAL, SPIRITUAL,

AND CULTURAL SUPPORTS?
What Elders Need to Provide Traditional, Spiritual, and Cultural Supports?
What do you need in order to provide traditional, spiritual, and cultural supports you offer?
(Aboriginal Health, HealingWhat do you need in order to provide traditional, spiritual, and cultural supports you offer?
and Wellness in the DTES, 2016, Elders Survey Q23)
Cultural inclusion 100%
Consistent staff 100%
Funding/resources 95%
More knowledgeable staff 95%
Physical space 95%
Organizational support for teaching

95%
cultural safety/competence
Support of other Elders 95%
Access to traditional medicines 95%
Childcare options 95%
Sense of community 90%
Transportation options 85%
All Elders and cultural support workers identified cultural inclusion (100%), such as the
space and acceptance in including culture within organizational services, as a necessity in
doing their work. Furthermore, they say having a consistent staff (100%) plays a significant
role in the provision of their services too. When collaborating with organizations, more than
nine in ten Elders also place a high need on having a more knowledgeable and supportive
staff (95%), as well as providing organizational support for teaching cultural safety and
cultural competence (95%), and funding and resources (95%) to support their work.
Elders also addressed the need to support other Elders and cultural support workers
(95%), have access to traditional medicines (95%), supportive spaces (95%), and childcare
options (95%). A sense of community (90%), such as the communitys capacity for health
promotion and prevention, along with transportation options (85%) were prioritized after.
Funding Traditional, Spiritual, and Cultural Supports
Around two-thirds of organizations fund traditional, spiritual, and cultural health and
healing supports from various funding sources (35%) and a mix of some funding and
volunteer (31%). Only 17% of cultural activities are fully funded. Significantly fewer
organizations receive no other sources (6%) of funding for their traditional, spiritual,
or cultural supported programs. Organizational Funding
Are your traditional, spiritual, and cultural health and healing supports funded? (Aboriginal
Health, Healing and Wellness in the DTES, 2016, Organizations Survey Q35)
Yes, Fully
Funded
Don't know,
17%
not applicable,
did not answer
ORGANIZATIONAL FUNDING 11% From Various
Are your traditional, spiritual, and cultural No Other Funding
health and healing supports funded? Sources 6% Sources
(Aboriginal Health, Healing and Wellness in 35%
the DTES, 2016, Organizations Survey Q35)
Mix of Some
Funding and
Volunteer
31%
ONLY 17%
OF CULTURAL ACTIVITIES ARE FULLY FUNDED.

Organizations Interest in Designated Funding for Cultural
Health and Healing
A significant majority of organizations would definitely (85%) and likely (9%) be interested
in applying for funding specifically designated for traditional, spiritual, and cultural health
and healing supports.
Organizations' Interest in Designated Funding for

ORGANIZATIONS INTEREST IN DESIGNATED FUNDING
Cultural Health and Healing
FOR CULTURAL HEALTH AND HEALING
To what extent would you be interested in applying for funding specifically designated
To what extent would you be interested in applying for funding specifically designated for traditional,
for traditional, spiritual, and cultural health and healing supports?
spiritual, and cultural health and healing supports? (Aboriginal Health, Healing and Wellness in the
Definitely Likely
85% 9%
85% OF ORGANIZATIONS
WOULD DEFINITELY BE INTERESTED IN APPLYING FOR FUNDING
SPECIFICALLY DESIGNATED FOR TRADITIONAL, SPIRITUAL,
AND CULTURAL HEALTH AND HEALING SUPPORTS.

CREATION OF AN ABORIGINAL HEALTH, HEALING, AND
WELLNESS CENTRE
Meeting the Demand for Health Services in a Culturally Appropriate Way
The DTES has many primary health care services although faces an insufficient capacity
to meet the needs due in part to the additional Aboriginal population accessing these
services.11 Furthermore there are major gaps in providing culturally competent care in
primary health, dental, vision and mental wellness and addiction services.
Organizations and Elders were asked whether the creation of an Aboriginal Health, Healing,
and Wellness Centre would assist in meeting the demand for primary health care, dental
and vision, mental wellness, and addiction services in a culturally appropriate way in the
DTES. Astoundingly, everyone responded affirmatively resulting in 100% consensus and
agreement in each of the service areas.
CREATING AN ABORIGINAL HEALTH, HEALING, AND WELLNESS CENTRE

In your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centre assist
Creating an Aboriginal Health, Healing, and Wellness Centre
in meeting the demand for the following service areas in a culturally appropriate way in the DTES?
In your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centre assist in meeting the demand for the following service areas in a culturally appropriate
way in the DTES? (Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q29 + Elders Q16)
For PRIMARY HEALTH CARE in a culturally appropriate way

For PRIMARY HEALTH CARE in a culturally appropriate way 100%
For DENTAL AND VISION in a culturally appropriate way

For DENTAL AND VISION in a culturally appropriate way 100%
For MENTAL WELLNESS, including counselling services, in a

For MENTAL WELLNESS, including counselling services, in a culturally appropriate
100%
way culturally appropriate way
For ADDICTION SERVICES, in a culturally appropriate way

For ADDICTION SERVICES, in a culturally appropriate way 100%
11 See VCH FNHA Urban Aboriginal Health Strategy at 20.

Improving Health Outcomes for Priority Groups in the DTES
Organizations and Elders shared their opinion on whether the creation of an Aboriginal
Health, Healing, and Wellness Centre would improve the health outcomes for priority groups
in the DTES.
WOULD THE CREATION OF AN ABORIGINAL HEALTH, HEALING,

AND WELLNESS CENTRE IMPROVE HEALTH OUTCOMES?
Would the Creation of an Aboriginal Health, Healing, and Wellness Centre Improve
In your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centre improve
the health outcomes for the following groups inHealth Outcomes?
the DTES? (Organizations Survey Q28)
In your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centrefollowing groups in the DTES?
In your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centre improve the health outcomes for the improve
the health outcomes for the following groups (Elders Survey Q15)
(Organizations Survey Q28 )
In your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centre improve the health outcomes for the following groups in the
In your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centre improve the health outcomes for the
Percentage of Yes responses. Aboriginal Health, Healing and Wellness in the DTES, 2016 following groups (Elders Survey Q15)
DTES? I
100%
Aboriginal women
100%
98%
Aboriginal LGBTQ/Two-Spirit community
100%
97%
Aboriginal children
100%
Organizations
Elders
97%
Aboriginal Elders and seniors
100%
95%
Aboriginal youth
100%
98%
Aboriginal men
95%
Together organizations and Elders feel Aboriginal women (100%) and their health outcomes
would benefit most, but also place a high value on the Aboriginal LGBTQ/Two-Spirit
Community (98% and 100%, respectively). In fact, Elders identify all groups health
benefitting, with the exception of men (95%). Organizations mention men (98%) followed
by Aboriginal children (97%), Elders and seniors (97%), and youth (95%).
In general, there is an overwhelming consensus that all Aboriginal priority groups and their
health outcomes would benefit from the creation of an Aboriginal Health, Healing, and
Wellness Centre.

Impact on Key Issues and Challenges in Aboriginal Health
Organizations and Elders think the creation of an Aboriginal Health, Healing, and Wellness
Centre will have the biggest impact on enabling access to services throughout the DTES
(92%) and making Aboriginal concepts of health more accessible (92%).
Organizations and Elders agree an Aboriginal Health, Healing, and Wellness Centre would
have a big impact on the following:
Enabling access to services for people throughout the region (92%);
Making Aboriginal concepts of health more accessible (92%);
Reducing barriers to access of racism and discrimination (87%);
Improving community safety (87%);
Supporting reconciliation initiatives (86%); and,
Improving the navigation of all types of health services (76%).
IMPACT OF AN ABORIGINAL HEALTH, HEALING, AND WELLNESS CENTRE

In your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centre have a big impact,
a moderate impact, a small impact orImpact of an Aboriginal Health, Healing, and Wellness Centre
no impact at all in the DTES on each of the following?
(AboriginalIn your opinion, would the creation of an Aboriginal Health, Healing, and Wellness Centre have a big impact, a moderate impact, a small impact or no impact at all
Health, Healing and Wellness in the DTES, 2016, Organizations Q27 + Elders Q14)
in the DTES on each of the following? (Aboriginal Health, Healing and Wellness in the DTES, 2016, Organizations Q27 + Elders Q14)
Enabling access to services for people throughout the region 92%
Making Aboriginal concepts of health more accessible 92%
Reducing barriers to access of racism and discrimination 87%
Improving community safety 87%
Supporting reconciliation initiatives 86%
Improving the navigation of all types of health services 76%
Percentage who indicated 'Big Impact'

KEY RESEARCH THEMES
THEME 1: OUR HEALTH
What We Know
Racism and discriminatory practices and policies continue to marginalize many Aboriginal
peoples in the mainstream health care system. Urban Aboriginal peoples are further
marginalized by experiences of racism while navigating health care, justice, and housing
systems.
The Truth and Reconciliation Commission calls for the recognition and implementation of
health care rights for Aboriginal peoples, including the recognition, respect, and address
of the distinct health needs of the Metis, Inuit, and off-reserve Aboriginal peoples. In
Recommendation 23, all levels of government are called upon to:
i. Increase the number of Aboriginal professionals working in the health-care field.
ii. Ensure the retention of Aboriginal health-care providers in Aboriginal communities.
iii. Provide cultural competency training for all health-care professionals.12
There is a need to reduce barriers of racism and discrimination, enable access to health
services, and improve the navigation of all types of health services, including primary health
care, dental and vision, mental wellness and addiction services.
Impacts on the DTES

The DTES is one of Vancouvers oldest neighbourhoods and home to many of the citys
most vulnerable populations. The 2014 City of Vancouvers Social Impact Assessment on
the DTES noted High rates of mental illness and addiction persist and are difficult to treat
a problem exacerbated by poverty, homelessness, poor housing conditions, histories of
trauma and the lack of a continuum of care that emphasizes choice and client-centred
care.
What We Heard
Two-thirds of the organizations surveyed say their cultural programming aims to service
primarily Aboriginal women, LGBTQ/Two-Spirit Community, and men, with low-income
individuals, families or the elderly being identified as their primary vulnerable or at-risk
population being served.
Elders are primarily serving Aboriginal women, Elders and seniors, with illicit alcohol
users emerging above low-income individuals, families or the elderly, as their vulnerable
population. In both cases, Aboriginal children and youth, including at-risk youth and/
or youth aging out of care, are being offered cultural supports by just over half of
organizations and Elders in the DTES. Yet both place a greater importance on providing
traditional, spiritual, and cultural health and healing supports to child and family services
(95%) and child care and daycares (94%) than any other services.
12 See Truth and Reconciliation Commission of Canada: Calls to Action, at 3.

There is a strong consensus among organizations and Elders that it is important for
Aboriginal health services to exist in addition to non-Aboriginal health services.
Key Issues/Gaps on Health Care in the DTES

Child and family services and child Lack of service integration making
care and daycares are the most access to available services difficult
important services in providing and navigational support into and
traditional, spiritual, and cultural health through services is a necessity
and healing supports in the DTES
Aboriginal clients are highly mobile and
Strong support for Aboriginal- the demand for Aboriginal services in
specific services in addition the DTES comes from across greater
to non-Aboriginal ones Vancouver and parts of the Fraser Region
Recognize the value of Aboriginal healing Key gaps in primary health care,
practices and use them in treatment dental, vision, and mental wellness
of Aboriginal patients in collaboration and addiction services
with Aboriginal Elders and healers
Absence of good data about
Lack of sustained funding for service use (or lack of) needed
Aboriginal service providers to establish measurable goals to
identify and close the gaps in health
Contracting and funding need to
outcomes for Aboriginal peoples
incorporate a holistic approach to
health, healing, and wellness

THEME 2: OUR HEALING
What We Know
Greater efforts are needed to support reconciliation and healing initiatives. The Truth and
Reconciliation Commission called for greater efforts to support reconciliation and healing:
22) We call upon those who can effect change within the Canadian health-
care system to recognize the value of Aboriginal healing practices and
use them in the treatment of Aboriginal patients in collaboration with
Aboriginal healers and Elders where requested by Aboriginal patients.
Recommendation 21 calls for sustainable funding for existing and new Aboriginal
healing centres to address the physical, mental, emotional, and spiritual harms caused
by residential schools.13
Impacts on the DTES

Over the years in Vancouver, there have been many calls for Aboriginal healing centres
that would include cultural approaches to healing and wellness. These supports must be
accessible, improve community safety, and support reconciliation efforts in the DTES.
What We Heard
For organizations, the large majority of traditional, spiritual, and cultural health and healing
spaces are shared, with over half facing competing priorities for use. Three in ten spaces will
only occasionally meet the needs for offering traditional, spiritual, and cultural health and
healing supports, while one in ten spaces fail to do so completely. For Elders, 80% identify a
lack of space as one of the top barriers for access to cultural activities.
Key Issues/Gaps on Healing in the DTES

Reconciliation and healing initiatives are required to understand of the
history of colonization, the impacts residential schools, and the impacts of
child welfare on Aboriginal peoples
More spaces and places are needed for Aboriginal health, healing, and
wellness supports and services
Support for Elders and traditional healers is needed to provide traditional,
spiritual, and cultural health and healing services, especially to Aboriginal
women, youth, and children
13 See Truth and Reconciliation, Volume 6, at 233.

THEME 3: OUR WELLNESS
What We Know
The Mayors Task Force on Mental Health and Addictions identified a Focus on Youth
Better Transitions and Outcomes as one of the six action areas. The ongoing issues
surrounding youth transitioning into adulthood, especially those with mental health and
addiction issues, particularly those at highest risk who are leaving foster care, remain an
important priority from prevention to recovery.
In May 2015, the BC Representative for Children and Youth issued the report Paiges
Story: Abuse, Indifference and a Young Life Discarded with key recommendations that
the Ministry of Children and Family Development, the Ministry of Health, Vancouver Coast
Health Authority, BC Housing, and the City of Vancouver to review services including
child protection, housing, health care and substance use treatment to vulnerable children
in the DTES. Recommendations 2 and 5 suggest services to review include sexual and
reproductive health and education, after-care planning and follow-up services, follow-up
doctor appointments for female children after pregnancy termination, intensive drug and
alcohol services with an Aboriginal trauma lens and a family-centred model, and Aboriginal
youth addiction services, including secure short-term care, with strong after-care, and a
focus on education and resilience.14
Connections to culturally appropriate systems of care and adult mentors are needed at
an early age for children at high risk to prevent more serious mental health and addiction
issues. A high value is placed on the overall culture of wellness for youth, including
supportive peer relationships, family, youth workers, adult allies, and service providers.
Impacts on the DTES

Urgent action and meaningful improvement is needed in the DTES in the areas of child
welfare, adequate housing, early care and childhood development and learning, early
intervention in mental health and addictions, income support and other family support
services.
In response to Paiges Story, the Province completed a review of all files and safety plans
for children and youth in care or receiving reviewable services, who reside or frequent the
DTES. In April 2015, out of a sample of 124 children and youth in care, over the age of 12
years old:
About 50% are Aboriginal youth
About 60% are females
Average age of sample was 17 years old
14 See BC Representative for Children and Youth, Paiges Story, at 64.

The Province estimates about 50 of these youth are considered in elevated high-risk
situations in the DTES:
87% of you had substance misuse
78% had mental health concerns
54% were a victim of sexual exploitation
66% had youth justice involvement15
Since then the City has endorsed the Youth Matters community accountability pledge and
principles. The City and collaborating partners are working to deliver some critical ongoing
and one-time responses to the needs of at-risk children, youth, and families in the DTES.
Place-based youth services and other specialized youth services are being integrated to
provide the greatest amount of choice, including safe places for youth in the DTES, low-
barrier services, treatment, and detox.
What We Heard
Overall there is a strong consensus that it is
very important for all services, like addiction
programs and health centres, to provide IT IS VERY IMPORTANT
traditional, spiritual, and cultural health and
healing supports in the DTES. In providing FOR ALL SERVICES,
these services, Aboriginal women are a
primary priority group for both organizations LIKE ADDICTION PROGRAMS
and Elders. Although Aboriginal children and
youth are seen as the most important priority AND HEALTH CENTRES,
group to receive traditional, spiritual, and
cultural health and healing supports, only TO PROVIDE TRADITIONAL,
about half of organizations are providing
these cultural services to them. Furthermore SPIRITUAL, AND CULTURAL
almost all of the Elders we spoke with are
working with illicit alcohol users. Because of HEALTH AND HEALING
this, organizations and Elders say it is very
important that there be Aboriginal-specific SUPPORTS IN THE DTES.
addiction programs, health centres, child care/
day care and housing services.
The creation of an Aboriginal Health, Healing, and Wellness Centre would have the
greatest impact on enabling access to services throughout the DTES and make Aboriginal
concepts of health and wellness more accessible while improving the health outcomes of all
Aboriginal priority groups: women, LGBTQ/Two-Spirit community, men, Elders and seniors,
children and youth. This kind of centre would assist in addressing the gaps for major gaps in
providing culturally competent care in primary health, dental, vision, and mental health and
wellness, and addiction services.
15 City of Vancouver, Youth Homelessness and Challenges for Vulnerable Youth: City Response to the B.C.
Representative for Children and Youth Report recommendations for City of Vancouver on Paiges Story: Abuse,
Indifference and a Young Life Discarded September 6, 2016. Vancouver, BC: author.

Key Issues/Gaps on Wellness in the DTES
Aboriginal children, and youth are underserved groups for any cultural,
traditional, or spiritual activities provided in the DTES
Elders are a priority group and seen as the most important aspect of
Aboriginal culture in being able to pass on to future generations
There are gaps in culturally appropriate prevention and wellness programs
for the Aboriginal community, and supports for children, youth, women,
men, two-spirited, and Elders needs are different with unique needs based
on where they are in their lifes journey
Invest in wellness programs that promote health and wellness through
prevention of illness, particularly for Aboriginal children and youth
Identify opportunities for Aboriginal service providers to deliver health
promotion and prevention programs in the DTES

CREATING HEALTH, HEALING, AND WELLNESS
FOCUS ON WELLNESS FOR ABORIGINAL
PEOPLES A CITY OF RECONCILIATION
The Mayors Task Force on Mental Health and Addiction identified Focus on Wellness for
Aboriginal Peoples as one of six priority action areas with identified next steps on how to
provide care and address key service gaps.
Priority Actions/Recommendations
1. Design an Urban Aboriginal Wellness Strategy
Support Aboriginal service agencies wishing to enhance mental health
and addictions training for front-line staff at Aboriginal shelters.
Explore the expansion of peer navigator roles in formal and informal
health care, with a focus on Elders and Aboriginal youth.
Enhance public education on Aboriginal culture by building on and
integrating existing modules and programs.
Promote and support the expansion of the Provincial Health Services
Authoritys cultural training program into formal health care, including
primary care and treatment.
2. Formally establishing working relationships with Metro Vancouver Aboriginal

Executive Council (MVAEC) and First Nations Health Authority (FNHA) through
memoranda of understanding and align City of Vancouvers work as appropriate
to the Vancouver Coastal Health (VCH)/FNHA Urban Aboriginal Health Strategy.
A MOU was signed with MVAEC to better understand, support, and
respond to matters affecting the urban Aboriginal population.
3. Convene an advisory group to create concepts/models for Aboriginal Healing

and Wellness in Vancouver
Through the Mayors Task Force on Mental Health and Addictions, convene
the Aboriginal Healing and Wellness Centres Working Group (AHWC)
In seeking to support the Mayors Task Forces Action Area of Wellness for Aboriginal
Peoples, the Aboriginal Health, Healing, and Wellness in the DTES study aimed to support
the priority action of an Urban Aboriginal Health Strategy in collaboration with Vancouver
Coastal Health, First Nations Health Authority, Metro Vancouver Executive Aboriginal
Council, and other Aboriginal organizations and residents.
Under the guidance of the Aboriginal Healing and Wellness Centres Working Group, the
Research Team set out to address the gaps of knowledge surrounding traditional, spiritual,
and cultural supports in the DTES.

Strengthening Relations
The City of Vancouver is not mandated to deliver health services. The City, however, is
active in the housing and public safety sectors, and provides many services to the public
through programs, and supports various social agencies. Moving forward, the Citys key role
will be to continue fostering meaningful relationships with the Musqueam, Squamish, and
Tseil-Waututh First Nations, the Citys Urban Aboriginal Peoples Advisory Committee, Metro
Vancouver Aboriginal Executive Council, the First Nations Health Authority, Vancouver
Coastal Health, urban Aboriginal agencies, and with local residents.
FUTURE DIRECTIONS AND REFLECTIONS

CALLS TO ACTION TO ENHANCE ABORIGINAL
HEALTH, HEALING, AND WELLNESS IN THE DTES
The Aboriginal Healing and Wellness Centres Working Group can continue on this research
path and engage community members who are participating in Aboriginal traditional,
spiritual, and cultural health and healing practices in the DTES. Under the guidance,
leadership, and work of an Aboriginal Peer Council, the research can be used to understand
and identify innovative practices that are truly working for participants who are accessing
these cultural health and healing supportive services.
Peer-Informed System
Convene an Aboriginal Peer Council to continue to examine best practices in health,
healing, and wellness in the DTES. The City has recognized the value of peer supports.
Peers with lived experience have acted as navigators and advocates, specifically in
helping to increase the ability for people in crisis to access mental health and addiction
services. In this study, Peer Research Associates gained experience as peer researchers
and workers. A peer approach that encourages mentorship and leadership in the areas
of health, healing, and wellness can continue to be a strong vehicle to build capacity
within the health care system and community in the DTES.
Urban Aboriginal Health Strategy

The City can support the engagement and implementation process of an Urban
Aboriginal Health Strategy, along with Metro Vancouver Aboriginal Executive Council,
the First Nations Health Authority, Vancouver Coastal Health, urban Aboriginal agencies,
and local residents.
Healthy City Strategy

The City of Reconciliations objectives also align with and reinforce the Healthy City
Strategys objectives, which promote safety, inclusion, and building connections
between communities and individuals. The City is also working in partnership with
Reconciliation Canada to the further the Citys efforts as a City of Reconciliation. There
are health-related calls to action, which should continue to guide the strategic directions,
implementation, and actions in support of health, healing, and wellness initiatives.

Traditional and Culturally Appropriate Health Care
Access to traditional and culturally appropriate health care practices is equally, if
not more important, than access to mainstream non-Aboriginal health care. There
is a need for Aboriginal-specific programs in the DTES, with all services being able
to provide traditional, spiritual, and cultural health and healing supports. Cultural
competency should remain a key component in guiding principles, actions, and goals
in the provision of supports and services, in which providing, cultural competency
training is essential. Funders and Aboriginal service providers, especially those in
primary health care, need to integrate culturally competent approaches into service
design and delivery.
Mental Health and Addictions

Develop culturally responsive and sustainable contracts with Aboriginal service
providers to support cultural integration and culturally competent approaches to
working with the Aboriginal community. Recognize the value of Aboriginal healing
practices and use them in the treatment of Aboriginal patients in collaboration with
Aboriginal Elders and healers. Support Aboriginal health and healing initiatives that
honour Aboriginal traditional, spiritual, and cultural health and healing supports and
services. Elders and traditional healers will require substantial support in leading the
holistic health of the Aboriginal community.
Funding
Provide sustainable funding for existing and new Aboriginal healing centres to
address the physical, mental, emotional, and spiritual harms caused by residential
schools. Sustainable funding will support building capacity and offer long term
sustainable delivery of services, as opposed to one off, short-term funding for
Aboriginal service providers.
Within this research, organizations identified an inability to access funding for cultural
supports simply because they were not viewed as acceptable activities to cover under any
funding program. Other barriers associated with a lack of funding include transportation
supports, limited availability of services, and child care needs. All barriers faced by
organizations and Elders in providing cultural activities should be taken into account
byfunders.
Contract and funding agreements need to be guided by the recognition of Aboriginal
holistic approaches to health, healing, and wellness service delivery. Traditional, spiritual,
and cultural health and healing activities, like healing circles, Elders teachings and
ceremonies, need to be recognized and supported as part of funding agreements.
Opportunities to sponsor collaborations where service providers can partner to deliver
shared service models are encouraged while minimizing undue hardship in program and
service delivery.

FINAL REMARKS
The Aboriginal Health, Healing, and Wellness in the DTES research study aimed to identify
gaps in knowledge surrounding culturally appropriate health supports for Vancouver urban
Aboriginal peoples. In conducting research on the current practices, the primary goal was to
optimize urban Aboriginal health through the integration of traditional, spiritual, and cultural
supports in health services in the DTES. The creation of an Aboriginal Health, Healing, and
Wellness Centre in the DTES is believed to one day improve the health outcomes for the
DTES Aboriginal community while meeting the demand for health services in a culturally
appropriate way.
The research findings are public information that can be used:
To guide Aboriginal health and healing policy and project initiatives;
To highlight the landscape of Aboriginal traditional, cultural, and
spiritual activities in the DTES;
To support the development and engagement of an Aboriginal
peer-informed system; and,
To assist planning activities on how these traditional health and healing
supports can be accessible and available to residents in a culturally
supportive and relevant manner.
ACKNOWLEDGEMENTS
The Research Team would like to thank the Aboriginal Healing and Wellness Centres
Working Group, the Research Advisory Committee, and City of Vancouver staff who
gave invaluable guidance and support throughout the study. Thank you to everyone who
generously shared their thoughts, stories, and experiences during their interviews.

APPENDIX 1 ORGANIZATION SURVEY
Aboriginal Health, Healing, and Wellness
in the DTES Organization Questionnaire
PROGRAM INFORMATION
Id like to start with a few questions about this program that offers traditional,
spiritual, and cultural supports in the DTES.
1. Is your program operated and maintained by staff? (Circle all that apply)
a. Full-time staff
b. Part-time staff
c. Contract
d. Casual
2. If peers and volunteers are involved, how many active and engaged volunteers
support the program?
a. 1-5
b. 5-10
c. 10-25
d. More than 25
e. Dont Know/Not Applicable
3. To what extent are traditional, spiritual, and cultural supports offered within the
program?
a. Always or often
b. Occasionally
c. Rarely
d. Never
4. To what extent does the program aim to service the Aboriginal population in
the DTES?
a. Exclusively Aboriginal
b. Mostly Aboriginal
c. Equally Aboriginal and non-Aboriginal
d. Mostly non-Aboriginal
e. Exclusively non-Aboriginal

f. Depends
g. Dont Know/Not Applicable
5. Does the program provide traditional, spiritual, and cultural supports to any
of the following priority groups in the DTES? (Circle all that apply)
a. Aboriginal women
b. Aboriginal men
c. Aboriginal children
d. Aboriginal youth
e. Aboriginal Elders and seniors
f. Aboriginal LGBTQ/Two-Spirit Community
6. More specifically, does the program provide traditional, spiritual, and cultural
supports to any of the following vulnerable or at-risk populations in the DTES?
(Circle all that apply)
a. Homeless
b. Low-income individuals, families or elderly (i.e., economically disadvantaged)
c. Illicit drug users
d. Illicit alcohol users
e. Chronically ill and disabled (i.e., chronic health conditions, mental illness, etc.)
f. Persons living with HIV/HCV
g. Sex workers (former and/or current)
h. Victims of violence
i. Residential school survivors
j. At-risk youth and/or youth aging out of care
k. Parolees and former inmates
l. Veterans

SPACE
We will now move on to some questions about where this program primarily offers
traditional, spiritual, and cultural health and healing supports.
7. Could you tell us the address of the primary location of where this programming
takes place?
a. Location Address _____________
When you think of this location where traditional, spiritual, and cultural health and healing
supports are offered (Circle all that apply):
8. Is the space enclosed indoors?
a. Yes
b. No
c. Dont Know/Not Applicable
9. Does the space provide access for outdoor activities?

a. Yes
b. No
10. Does the space provide for privacy?

a. Yes
b. No
11. Does the space have access to a kitchen?

a. Yes
b. No
12. Does the space have access to running water?

a. Yes
b. No
13. Are there accessible bathroom facilities?

a. Yes
b. No

14. Is the space shared?

a. Yes
b. No
15. Does the space face competing priorities for its use?
a. Yes
b. No
16. To what extent does the programs space meet the needs for offering traditional,
spiritual, and cultural health and healing supports?
a. Always or often
b. Occasionally
c. Rarely
d. Never
TRADITIONAL, SPIRITUAL, AND CULTURAL ACTIVITIES
Next are some questions about traditional, spiritual, and cultural activities in the DTES.
17. What kinds of traditional, spiritual, and cultural activities are offered in the
DTES? (Circle all that apply)
a. Smudge
b. Prayer
c. Drumming, songs, and dancing
d. Medicine gardens/harvest
e. Traditional food cooking
f. Feasts
g. Canoeing
h. Traditional games
i. Elders teachings
j. Healing, talking or sharing circles
k. Artistic activities and craft workshops
l. Storytelling

m. Traditional camp/retreat
n. Traditional ceremonies:
i. Brushing-off Ceremony
ii. Sweat Lodge
iii. Full Moon Ceremony (i.e., for welcoming the full moon)
iv. Moon Lodge Ceremony (i.e., Womens ceremony)
v. Naming Ceremony
vi. Pipe Ceremony
vii. Sun Dance
viii. Other: _____________
18. To what extent does the program support participation of its members to attend
any of these traditional, spiritual, and cultural activities outside the DTES?
a. Always or often
b. Occasionally
c. Rarely
d. Never
19. Has this program faced any known barriers in offering any traditional, spiritual,
and cultural activities? (Circle all that apply)
a. Lack of funding/resources
b. Lack of cultural inclusion (i.e., lack of space and acceptance in including or
practicing culture within services, protocols, etc.)
c. Accessibility of services (i.e., location)
d. Sense of community
(i.e., community capacity for health promotion and prevention)
e. More knowledgeable and supportive staff
f. Consistent staff
g. Funders priorities
h. Physical space
i. Support for teaching cultural safety and cultural competence
j. Access and availability of Elders or cultural workers
20. Has this programs participants faced any known barriers in accessing any
traditional, spiritual, and cultural activities? (Circle all that apply)
a. Lack of space

b. Costs for participation
c. Childcare
d. Transportation
e. Limited availability of services
(i.e., hours of service, availability of elders, etc.)
f. High demand and cannot meet communitys needs
g. Lack of awareness/communication
h. Harm reduction reasons
i. Protocols
j. Lack of safety (i.e., fear of violence, location, etc.)
k. Lack of food program
PLACE
Next we will move to questions about the DTES neighbourhood.

21. To what extent do you feel there is a choice about the health services that are
accessible to Aboriginal peoples in the DTES? Do you feel there is?
a. A lot
b. Some
c. Little, or
d. No choice at all
22. Overall, how much impact do you think an organization offering traditional,
spiritual, and cultural supports like yours can have in making the DTES be a
better place to live?
a. A big impact
b. A moderate impact
c. A small impact
d. Or, no impact at all
23. How often does your traditional, spiritual, and cultural program get asked to
partner with other organizations in DTES?
a. Daily
b. A few times a week

c. A few times a month
d. Once a month
e. Every couple of months
f. Never
24. For your program, what kind of services or organizations have you been asked
to collaborate or partner with?
a. Friendship Centres
b. Counselling Centres
c. Health Centres
d. Housing Services
e. Child and Family Services
f. Aboriginal Legal Services
g. Employment Centres
h. Aboriginal Youth Centres
i. Healing Centres
j. Research Centres
k. Arts and Cultural Centres
l. Charities
m. Government
n. Dont Know/Not Applicable
25. How important do you think the following Aboriginal services exist in addition to
non-Aboriginal ones in the DTES? For each one, please tell me if you think it is
very important, somewhat important or not so important. (Circle all that apply)
[Ask: How important do you think that _____ exist in addition to non-_____ in DTES?]
Somewhat Not So Dont Know /

Very Important Important Important Not Applicable
a. Aboriginal child and family 01 02 03 04

services
b. Aboriginal addiction 01 02 03 04
programs
c. Aboriginal elementary and 01 02 03 04

secondary schools
d. Aboriginal colleges and 01 02 03 04

universities

e. Aboriginal child care or 01 02 03 04

daycares
f. Aboriginal employment 01 02 03 04
centres
g. Aboriginal health centres 01 02 03 04
h. Aboriginal housing services 01 02 03 04
i. Aboriginal food programs 01 02 03 04
26. How important do you think the following services provide traditional, spiritual,
and cultural health and healing supports in the DTES? For each one, please tell
me if you think it is very important, somewhat important or not so important.
[Ask: How important do you think that ____ offer traditional, spiritual, and cultural
health and healing supports in the DTES?]

a. Child and family services 01 02 03 04
b. Addiction programs 01 02 03 04
c. Elementary and secondary 01 02 03 04

schools
d. Colleges and universities 01 02 03 04
e. Child care or daycares 01 02 03 04
f. Employment centres 01 02 03 04
g. Health centres 01 02 03 04
h. Housing services 01 02 03 04
i. Food programs 01 02 03 04
27. In your opinion, would the creation of an Aboriginal Health, Healing, and
Wellness Centre have a big impact, a moderate impact, a small impact or no
impact at all in the DTES on each of the following...? (Circle all that apply)
[Ask: Would the creation of an Aboriginal Health, Healing, and Wellness Centre have
a big impact, a moderate impact, a small impact or no impact at all in the DTES on
______?]

Moderate Small Dont Know /
Big Impact Impact Impact No Impact NotApplicable
a. Reducing barriers to 01 02 03 04 05
access of racism and
discrimination
b. Supporting 01 02 03 04 05
reconciliation
initiatives
c. Improving the 01 02 03 04 05
navigation of all
types of health
services
d. Enabling access to 01 02 03 04 05
services for people
throughout the
region
e. Improving 01 02 03 04 05
community safety
f. Making Aboriginal 01 02 03 04 05
concepts of health
more accessible
(such as healing
circles, etc.)
Wellness Centre improve the health outcomes for the following groups in the
DTES? (Circle all that apply)
a. Aboriginal women:
1. Yes
2. No
3. Dont Know/Not Applicable
b. Aboriginal children:
1. Yes
2. No
c. Aboriginal youth:
1. Yes
2. No

d. Aboriginal Elders and seniors:
1. Yes
2. No
e. Aboriginal men:
1. Yes
2. No
f. Aboriginal LGBTQ and Two-Spirit Community:

1. Yes
2. No
Wellness Centre assist in meeting the demand for the following service areas in
a culturally appropriate way in the DTES? (Circle all that apply)
a. For primary health care in a culturally appropriate way:
1. Yes
2. No
b. For dental and vision in a culturally appropriate way:
1. Yes
2. No
c. For mental wellness, including counselling services, in a culturally appropriate

way:
1. Yes
2. No
d. For addiction services, in a culturally appropriate way:

1. Yes
2. No

CULTURE
The next few questions are about Aboriginal culture, by which we mean the ways of life
that are passed from generation to generation.
30. Are there a lot, some, a few or no Aboriginal cultural activities available in the
DTES community?
a. A lot
b. Some
c. A few
d. None
31. In the last five years, do you think that Aboriginal culture in the DTES has
become stronger, become weaker, or has not changed?
a. Become stronger
b. Become weaker
c. Has not changed
d. Dont Know/Not Applicable
32. In your opinion, what aspects of Aboriginal culture are most important to pass
on for the next generations? (Circle all that apply)
a. Language
b. Customs/traditions
c. History
d. Art
e. Music
f. Food
g. Elders
h. Celebrations/events
i. Ceremonies
j. Leadership
k. Ethics
l. Land/space
m. Spirituality
n. Family values

o. Dont Know/Not Applicable
33. How easy or difficult is it for your participants to access traditional, spiritual, and
cultural health and healing practices, such as natural medicines, healing circles
and other ceremonies, and the counsel of Elders in the DTES?
a. Very easy
b. Somewhat easy
c. Somewhat difficult
d. Very difficult
34. Given your organizations work, is having access to traditional, spiritual, and
cultural health and healing practices more important, less important or equally
important to you as access to non-Aboriginal or mainstream health care
services?
a. More important
b. Less important
c. Equally important
FUNDING
35. Are your traditional, spiritual, and cultural health and healing supports funded?
a. Yes, fully funded
b. From various funding sources
c. Mix of some funding and volunteer
d. None/No other sources
36. To what extent would you be interested in applying for funding specifically
designated for traditional, spiritual, and cultural health and healing supports?
a. Definitely
b. Likely
c. Unlikely
d. Definitely not

THANK AND END INTERVIEW
37. The Aboriginal Health and Healing Research Project may publically profile
several organizations stories as part of the final research report. Would you be
interested in participating in a follow-up interview?
a. Yes
b. No
These research findings will become public information that can be used:
To guide policy and project initiatives;
To highlight the landscape of Aboriginal traditional, cultural, and spiritual activities in
the DTES; and,
To assist planning activities on how these traditional supports can be accessible and
available to residents in a culturally supportive and relevant manner.
38. Once this research study is complete, there will also be a local event or
meeting(s) held to present the findings. These events will be open to the public.
Would you like to be contacted with information about when and where these
events will be held?
a. Yes
b. No

APPENDIX 2 ELDERS AND CULTURAL
SUPPORT WORKERS SURVEY
Aboriginal Health, Healing, and Wellness in the DTES
Elders and Cultural Support Workers Questionnaire
Id like to start with a few questions about the traditional, spiritual, and cultural supports
you offer in the DTES.
1. Are you employed by an organization?
a. Employed, and receive regular paycheque
b. Employed, and on contract for a certain amount of time
c. Employed, and receive monetary honourarium (vs. gifts)
d. Receive no payment and volunteer
2. Do you volunteer your services and/or offer cultural supports to one

organization or more? If more, how many?
a. 1
b. 2-3
c. 4-5
d. More than 5
3. To what extent do you provide supports aimed to service the Aboriginal

population in the DTES?
a. Exclusively Aboriginal
b. Mostly Aboriginal
c. Equally Aboriginal and non-Aboriginal
d. Mostly non-Aboriginal
e. Exclusively non-Aboriginal
f. Depends
g. Dont Know/Not Applicable
4. Do you provide traditional, spiritual, and cultural supports to any of the

following priority groups in the DTES? (Circle all that apply)
a. Aboriginal women
b. Aboriginal men
c. Aboriginal children

d. Aboriginal youth
e. Aboriginal Elders and seniors
f. Aboriginal LGBTQ/Two-Spirit Community
5. More specifically, does your traditional, spiritual, and cultural work support
any of the following vulnerable or at-risk populations in the DTES?
a. Homeless
b. Low-income individuals, families or elderly (i.e., economically disadvantaged)
c. Illicit drug users
d. Illicit alcohol users
e. Chronically ill and disabled (i.e., chronic health conditions, mental illness, etc.)
f. Persons living with HIV/HCV
g. Sex workers (former and/or current)
h. Victims of violence
i. Residential school survivors
j. At-risk youth and/or youth aging out of care
k. Parolees and former inmates
l. Veterans
m. Dont Know/Not Applicable
6. How often do you provide traditional, spiritual and cultural supports for
organizations in DTES?
a. Daily
b. A few times a week
c. A few times a month
d. Once a month
e. Every couple of months
f. Dont Know/Not Applicable
7. What kinds of organizations do you provide traditional, spiritual, and cultural

supports for? (Circle all that apply)
a. Friendship Centres
b. Community Centres
c. Counselling Centres
d. Health Centres

e. Housing Services
f. Child and Family Services
g. Aboriginal Legal Services
h. Employment Centres
i. Aboriginal Youth Centres
j. Healing Centres
k. Research Centres
l. Arts and Cultural Centres
m. Charities
n. Government
o. Dont Know/Not Applicable
8. What kinds of traditional, cultural, and spiritual supports do you offer

in the DTES? (Circle all that apply)
a. Smudge
b. Prayer
c. Drumming, songs, and dancing
d. Medicine gardens/harvest
e. Traditional food cooking
f. Feasts
g. Canoeing
h. Traditional games
i. Elders teachings
j. Healing, talking or sharing circles
k. Artistic activities and craft workshops
l. Storytelling
m. Traditional camp/retreat
n. Traditional ceremonies:
i. Brushing-off Ceremony
ii. Cedar Wash
iii. Sweat Lodge
iv. Full Moon Ceremony (i.e., for welcoming the full moon)
v. Moon Lodge Ceremony (i.e., Womens ceremony)

vi. Naming Ceremony
vii. Pipe Ceremony
viii. Sun Dance
ix. Other: _____________
9. Have there been known barriers for participants in accessing any traditional,
spiritual, and cultural activities in the DTES?
a. Lack of space
b. Costs for participation
c. Childcare
d. Transportation
e. Limited availability of services (i.e., hours of service, availability of Elders, etc.)
f. High demand and cannot meet communitys needs
g. Lack of awareness/communication
h. Harm reduction reasons
i. Protocols
j. Lack of safety (i.e., fear of violence, location, etc.)
k. Lack of food program
PLACE
Next we will move to questions about the DTES neighbourhood.

10. To what extent do you feel there is a choice about the health services that are
accessible to Aboriginal peoples in the DTES? Do you feel there is?
a. A lot
b. Some
c. Little, or
d. No choice at all
11. Overall, how much impact do you think traditional, spiritual, and cultural
supports like yours can have in making the DTES be a better place to live?
a. Big impact
b. A moderate impact
c. A small impact

d. Or, no impact at all
12. How important do you think the following Aboriginal services exist in addition to
non-Aboriginal ones in the DTES? For each one, please tell me if you think it is
very important, somewhat important or not so important. (Circle all that apply)
[Ask: How important do you think that _____ exist in addition to non-_____
in the DTES?]
Very Somewhat Not So Dont Know /

Important Important Important Not Applicable
a. Aboriginal child and family 01 02 03 04

services
b. Aboriginal addiction 01 02 03 04
programs
c. Aboriginal elementary and 01 02 03 04

secondary schools
d. Aboriginal colleges and 01 02 03 04

universities
e. Aboriginal child care or 01 02 03 04

daycares
f. Aboriginal employment 01 02 03 04
centres
g. Aboriginal health centres 01 02 03 04
h. Aboriginal housing services 01 02 03 04
i. Aboriginal food programs 01 02 03 04
13. How important do you think the following Aboriginal services provide
traditional, spiritual, and cultural health and healing supports in the DTES? For
each one, please tell me if you think it is very important, somewhat important or
not so important. (Circle all that apply)
[Ask: How important do you think that ____ offer traditional, spiritual, and cultural health
and healing supports in DTES?]

a. Child and family services 01 02 03 04
b. Addiction programs 01 02 03 04

c. Elementary and secondary 01 02 03 04

schools
d. Colleges and universities 01 02 03 04
e. Child care or daycares 01 02 03 04
f. Employment centres 01 02 03 04
g. Health centres 01 02 03 04
h. Housing services 01 02 03 04
i. Food programs 01 02 03 04
Wellness Centre have a big impact, a moderate impact, a small impact or no
impact at all in the DTES on each of the following...? (Circle all that apply)
[Ask: Would the creation of an Aboriginal Health, Healing, and Wellness Centre have
a big impact, a moderate impact, a small impact or no impact at all in the DTES on
______?]
Dont
Moderate Know / Not
Big Impact Impact Small Impact No Impact Applicable
a. Reducing barriers 01 02 03 04 05
to access of racism
and discrimination
b. Supporting 01 02 03 04 05
reconciliation
initiatives
c. Improving the 01 02 03 04 05
navigation of all
types of health
services
d. Enabling access to 01 02 03 04 05
services for people
throughout the
region
e. Improving 01 02 03 04 05
community safety

Dont
Moderate Know / Not
Big Impact Impact Small Impact No Impact Applicable
f. Making Aboriginal 01 02 03 04 05
concepts of health
more accessible
(such as healing
circles, etc.)
Wellness Centre improve the health outcomes for the following groups?
a. Aboriginal women
1. Yes
2. No
b. Aboriginal children
1. Yes
2. No
c. Aboriginal youth
1. Yes
2. No
d. Aboriginal Elders and seniors

1. Yes
2. No
e. Aboriginal men
1. Yes
2. No

f. Aboriginal LGBTQ and Two-Spirit Community
1. Yes
2. No
Wellness Centre assist in meeting the demand for the following service areas in
a culturally appropriate way in the DTES? (Circle all that apply)
a. For primary health care in a culturally appropriate way?
1. Yes
2. No
b. For dental and vision in a culturally appropriate way?

1. Yes
2. No
c. For mental wellness, including counselling services, in a culturally appropriate

way?
1. Yes
2. No
d. For addiction services, in a culturally appropriate way?

1. Yes
2. No
CULTURE
The next few questions are about Aboriginal culture, by which we mean the ways of life
that are passed from generation to generation.
17. Are there a lot, some, a few or no Aboriginal cultural activities available in your
DTES community?
a. A lot
b. Some

c. A few
d. None
18. In the last five years, do you think that Aboriginal culture in the DTES
community has become stronger, become weaker, or has not changed?
a. Become stronger
b. Become weaker
c. Has not changed
19. In your opinion, what aspects of Aboriginal culture are most important to pass
on for the next generations? (Circle all that apply)
a. Language
b. Customs/traditions
c. History
d. Art
e. Music
f. Food
g. Elders
h. Celebrations/events
i. Ceremonies
j. Leadership
k. Ethics
l. Land/space
m. Spirituality
n. Family values
o. DK/NA
20. As an Elder/Cultural Support Worker, how easy or difficult is it for you to offer
traditional, spiritual, and cultural health and healing practices, such as natural
medicines, healing circles and other ceremonies, and your counsel [of Elders] in
the DTES?
a. Very easy
b. Somewhat easy

d. Very difficult
21. As an Elder/Cultural Support Worker, how easy or difficult is it for your own
self-care to access supportive traditional healing practices, such as natural
medicines, healing circles and other ceremonies, and the counsel of Elders?
a. Very easy
b. Somewhat easy
d. Very difficult
22. Is having access to traditional, spiritual, and cultural health and healing practices
more important, less important or equally important to you as access to non-
Aboriginal or mainstream health care services?
a. More important
b. Less important
c. Equally important
23. What do you need in order to provide traditional, spiritual, and cultural supports
you offer? (Circle all that apply)
a. Funding/resources
b. Cultural inclusion (i.e., space and acceptance in including or practicing culture
within organizational services, protocols, etc.)
c. Sense of community (i.e., community capacity for health promotion and
prevention)
d. More knowledgeable and supportive staff, if collaborating with organizations
e. Consistent staff, if collaborating with organizations
f. Physical space
g. Organizational support for teaching cultural safety and cultural competence
h. Support of other Elders or cultural workers
i. Access to traditional medicines
j. Childcare options
k. Transportation options

THANK AND END INTERVIEW
24. The Aboriginal Health and Healing Research Project may publically profile
several Elders/Cultural Worker stories as part of the final research report. Would
you be interested in participating in a follow-up interview?
a. Yes
b. No
These research findings will become public information that can be used:
To guide policy and project initiatives;
To highlight the landscape of Aboriginal traditional, cultural, and spiritual activities in
the DTES; and,
To assist planning activities on how these traditional supports can be accessible and
available to residents in a culturally supportive and relevant manner.
25. Once this research study is complete, there will also be a local event or
meeting(s) held to present the findings. These events will be open to the public.
Would you like to be contacted with information about when and where these
events will be held?
a. Yes
b. No

APPENDIX 3 REFERENCES
British Columbia Provincial Health Officer. (2009). Pathways to Health and Healing: 2nd
Report on the Health and Well-being of Aboriginal People in British Columbia. Victoria, BC:
Ministry of Health Planning. Retrieved 19 January 2017 from Government of British Columbia
website: http://www2.gov.bc.ca/assets/gov/government/ministries-organizations/
ministries/health/aboriginal-health-directorate/abohlth11-var7.pdf
City of Vancouver. (2016) Youth Homelessness and Challenges for Vulnerable Youth: City
Response to the B.C. Representative for 5 Children and Youth Report recommendations for
City of Vancouver Paiges Story: Abuse, Indifference
and a Young Life Discarded RTS 11055 Vancouver, BC: Author.
Environics Institute. (2010). Urban Aboriginal Peoples Study: Main Report. Toronto, ON:
Author.
Environics Institute. (2011). Urban Aboriginal Peoples Study: Vancouver Report. Toronto, ON:
Author.
First Nations Health Authority (website). #itstartswithme FNHAs Policy Statement
on Cultural Safety and Humility. Retrieved 19 January 2017 from http://www.fnha.ca/
Documents/FNHA-Policy-Statement-Cultural-Safety-and-Humility.pdf
First Nations Health Society. (2010). First Nations Traditional Models of Wellness:
Environmental Scan in British Columbia. Retrieved 19 January 2017 from First Nations Health
Authority website: http://www.fnha.ca/wellnessContent/Documents/Traditional_Models_
of_Wellness_Report_2010.pdf
Representative for Children and Youth. (2015). Paiges Story: Abuse, Indifference and a
Young Life Discarded. Victoria, BC: Author. Retrieved 30 January 2017 from website:
https://www.rcybc.ca/sites/default/files/documents/pdf/reports_publications/rcy-pg-
report-final.pdf
Truth and Reconciliation Commission of Canada. (2015). Canadas Residential Schools:
Reconciliation The Final Report of the Truth and Reconciliation Commission of Canada,
Vol. 6. Montreal, QB: McGill-Queens University Press. Retrieved on 30 January 2017 from
Truth and Reconciliation Commission website: http://www.trc.ca/websites/trcinstitution/
index.php?p=890
Vancouver/Richmond Health Board. (1999). Healing Ways: Aboriginal Health and Service
Review. Vancouver, BC: Author.
Vancouver Coastal Health. (2014). Development of the Urban Vancouver Aboriginal Health
Strategy, Vancouver Coastal Health Open Board Meeting. Retrieved 19 January 2017 from:
https://www.vch.ca/media/Board_Presentation_Urban_Aboriginal_Strategy_Report_
October_9_2014(1).pdf
Vancouver Coastal Health Authority. (2015). VCH Toward Aboriginal Cultural Competency.
Retrieved 19 January 2017 from: http://vchblogs.ca/wp-content/uploads/2015/07/VCH-
Aboriginal-Cultural-Competency-Communique.pdf

PLAN YEAR 2017
Benefits Guide
A GUIDE TO YOUR BENEFITS FOR
BARGAINING UNIT EMPLOYEES IN THE BC PUBLIC SERVICE
Table of contents
Introduction 2
Who is eligible for benefits and how to enrol 3
When does coverage begin? 5
Work status changes 6
Medical Services Plan 10
Extended health plan 11
What is covered by your extended health plan?
Future changes to extended health benefits
Out-of-province coverage
Dental plan 23
What is covered by your dental plan?
Life insurance plans 28
Employee life insurance (to age 65)
Optional spouse and dependant life insurance
How to make a claim 32
Extended health
Drugs
Dental
Life insurance
When does coverage end? 34
Converting to individual benefits plans
Other benefits programs 36
Contacts and resources 37
Glossary 38
1
Introduction
Welcome to the health and life insurance benefits program for bargaining unit employees. Important
The BC Public Service recognizes that competitive compensation and benefits programs This guide provides a comprehensive
are integral to our ability to attract and retain employees who foster excellence in the overview of your benefits programs.
public service. Share the details with your family
so you can make the most of your
Your health and life insurance benefits program consists of the following benefits plans: benefits program.
Medical Services Plan of B.C. In the event of any conflict between

the contents of this guide and
Extended health the actual plans and contracts or
Dental regulations, the provisions outlined
in those documents apply.
Employee basic life insurance
See page 3 for information about how to enrol or make changes to your plan.
Value of your benefits program

Benefits are an important part of your total compensation package. Your employer pays your Medical Services Plan
premiums, which are valued at $900 per year (more if you have coverage for two adults). There is no cost to you to
participate in the extended health and dental plan, and the reimbursements you receive under the plan for eligible items
and services are paid for by the employer. In some years, this may be several thousands of dollars. The employee basic
group life insurance plan provides employee life insurance at a reasonable group premium rate and a portion of your
premiums are paid by your employer. These are just some of the benefits that comprise your total compensation package.
Other benefits programs are listed on page 36.
On average, your benefits add over 20 per cent to your overall compensation.
2
Who is eligible for benefits and how to enrol
Employees Dependants Important

This benefits program applies to regular bargaining unit Enrolment is not automatic. You
You can extend your benefits to your spouse and to children
employees, including part-time employees and eligible must enrol for coverage and list
who meet eligibility requirements by identifying them on
auxiliary employees. You must enrol to be eligible for all eligible dependants. If you are
your enrolment forms.
coverage. unable to access Employee Self
Enrol through Employee Self Service (under Benefits Add or cancel dependants after your initial enrolment Service, you can find the forms on
Summary): through Employee Self Service (under Benefits Summary): MyHR. Submit all forms to MyHR
(see page 37 for contact info).
1. MSP Group Change request
Access from work: https://timepay.gov.bc.ca/
Access from home: https://timepayhome.gov.bc.ca/ 2. Health and Dental Enrol/Change
PharmaCare Registration
3. Life Insurance Beneficiary
1. MSP Application All plan members must sign up
4. Opt Spouse and Dependant Life
for PharmaCare to assist with
2. Health and Dental Enrol/Change prescription coverage, limiting the
Spouse impact on your lifetime maximum.
3. Life Insurance Beneficiary
Your legal or common-law spouse (same or opposite sex)
4. Opt Spouse and Dependant Life
who is living with you is eligible for coverage. By enrolling
Find detailed instructions on MyHR. To track your service your common-law spouse in your benefits plans, you are
request, go to your AskMyHR service history. Your forms declaring that person as your common-law spouse. A
should be processed within 15 days. separate form is not required.
Note: Waiting periods may apply and you should verify that If your spouse is also a bargaining unit employee in the
coverage is in effect prior to purchasing items or services. BC Public Service, only one of you can enrol in the benefits
plans, listing the other as a dependant. If your spouse is an
If you are enrolling for coverage for the first time, an excluded BC Public Service employee under the Flexible
extended health and dental identification card will be Benefits program or is enrolled in a benefits program with
mailed to your home address. an employer outside of the BC Public Service, you may be
*Note: You are automatically enrolled in employee basic life able to submit your extended health and dental receipts to
insurance, but you may want to designate a beneficiary. both plans and receive up to 100 per cent of your eligible
expenses reimbursed. See page 32 for information.
3
Who is eligible for benefits and how to enrol
If you separate from your spouse, s/he is no longer eligible Dependent children over 19 Important
for coverage. Any terms and conditions under separation Extended health and dental coverage for a dependent child
To maintain benefits and ensure
and divorce agreements are your responsibility. A different will automatically end on the date your child turns 19, and
uninterrupted coverage, when your
common-law spouse and any eligible dependants may be Medical Service Plan coverage will end at the end of his/her
dependent child reaches 19 you
enrolled in the plan 12 months after you have cancelled birth month, unless you certify that the child is in full-time
must certify his or her status as a
coverage for a previous common-law spouse and applicable attendance at a school, university or vocational institution
full-time student and re-certify that
dependants. You are responsible for cancelling coverage for which provides a recognized diploma, certificate or degree.
status each year.
dependants when they are no longer eligible.
Before your child turns 19, you will receive Confirmation
of Dependent Eligibility forms from Great-West Life (GWL)
Dependent Children
and the Medical Services Plan. Submit them through an
Children (natural, adopted, step children or legal wards) are AskMyHR Online Service Request.
eligible for coverage if they are unmarried/not in a common-
law relationship, mainly supported by you, dependants for In subsequent years, submit a service request before
income tax purposes, and who are any of the following: September 30th to confirm student status for both MSP
and GWL.
Under the age of 19.
Please include your childs name, the name of the school
Under the age of 25 and in full-time attendance at a they are attending, and which benefits coverage you would
school, university or vocational institution which provides a like continued.
recognized diploma, certificate or degree.
You are responsible for cancelling coverage for dependants
Mentally or physically disabled and past the maximum when they are no longer eligible. Coverage for a dependent
ages stated above, provided they became disabled before child with full-time student status will automatically end at
reaching the maximum ages and that the disability has age 25 unless the child has disability status.
been continuous. The child, upon reaching the maximum
age, must still be incapable of self-sustaining employment
and must be completely dependent on you for support
and maintenance.
Residing with your former spouse who is not eligible for

health and dental coverage.
A grandchild is not an eligible dependant unless adopted by

or a legal ward of the employee or the employees spouse.
4
When does coverage begin?
Benefit Regular Employee Auxiliary Employee
Medical You can enrol immediately. You can enrol after meeting eligibility requirements.
Services Plan Coverage begins the first day of the month after becoming a Coverage begins the first day of the month after meeting
regular employee or upon enrolment, whichever is later. eligibility requirements or upon enrolment, whichever is later.
(e.g. completion of 1827 hours of work within 33 pay periods).
Extended You can enrol immediately. You can enrol after meeting eligibility requirements.
health & Coverage begins on the first day of the month after Coverage begins the first day of the month after meeting
dental plans completion of six full calendar months of regular employment, eligibility requirements or upon enrolment, whichever is later.
or upon enrolment, whichever is later.
Employee There is no need to enrol, only to designate a beneficiary. There is no need to enrol, only to designate a beneficiary.
life insurance Coverage begins immediately. Coverage begins immediately upon meeting eligibility
plan requirements.
Optional You can enrol immediately. You can enrol after meeting eligibility requirements.
spouse & If you enrol within 90 days of hire or of acquiring your first If you enrol within 90 days of meeting eligibility requirements
dependant dependant, coverage begins immediately. or of acquiring your first dependant, coverage begins
life insurance If you enrol after 90 days of hire or of acquiring your first immediately.
dependant, coverage begins on the date the application is If you enrol after 90 days of meeting eligibility requirements or
approved. of acquiring your first dependant, coverage begins on the date
the application is approved.
Coverage for eligible dependants

Coverage for eligible dependants is effective on the date on which your coverage is effective, or on the first of the month
following the date the enrolment form is received by MyHRs Benefits Service Centre, whichever is later, except where
evidence of insurability and approval is required. Then, coverage will begin once approval is granted by the carrier.
Note: Coverage for a newborn child is effective from the date of birth provided you enrol him/her within 60 days.
Otherwise, coverage for your newborn will be effective on the date of application.
5
Work status changes
The BC Public Service recognizes that each of us, throughout our career in the BC Public Service, may experience various
work events (e.g. becoming a new employee, travelling out of the country, leaving the public service, etc.) that will change
the type of coverage we receive. The following is a list of common work status changes and the effects on benefits
coverage. If you have any questions, contact MyHR.
What happens if...

I transfer from a regular to an auxiliary position? Your benefits coverage ends at the end of the month of your date of transfer and you must
re-qualify for benefits.
I am on a temporary assignment to an excluded position If your temporary assignment is 21 days or longer, you are eligible (and can enrol) for the
from a base position in the bargaining unit? benefits program available to excluded employees. You become eligible on the first day of
the month following the start of your temporary assignment to the excluded position. More
information about benefits for excluded employees (Flexible Benefits Program) is available
on MyHR.
If you return to your base position, you return to your bargaining unit benefits program. If
you allocated funds to a Health Spending Account, it terminates at the end of the month
you return to your base position. The remaining balance is forfeited.
Note: Your extended health and dental claims history remains with you throughout your
employment. You should always check your eligibility prior to purchase.
Important: The Family Funeral Benefit under the Flexible Benefits Program is the same
coverage as Optional Spouse and Dependant Life Insurance Plan under the bargaining unit
benefit program (with the exception that there is an evidence of insurability requirement
under the bargaining unit plan). You can transfer to the bargaining unit plan evidence free
by completing the election form and submitting it to MyHR within 90 days of your date of
transfer into the bargaining unit. If you miss this deadline, you will be required to submit
evidence of insurability along with the election form, and coverage will be subject to
approval by the insurance carrier.
6
Work status changes
What happens if...

I transfer to an excluded position? You become eligible (and can enrol) for the benefits program available to excluded
employees. Refer to the Eligible Employees section in the Flexible Benefits Guide on MyHR.
Note: Your extended health claims history remains with you throughout your employment.
You should always check your eligibility prior to purchase.
I am actively working and I reach the age of 65? There are no changes to Medical Services Plan, extended health and dental. You are no
longer eligible for employee life insurance but can convert to an individual plan. For more
information, see Converting to Individual Benefits Plans on page 35.
Note: You are also no longer eligible for long term disability.
I am on sick leave? There are no changes to coverage.
I am approved for Long Term Disability (LTD) benefits? There are no changes to coverage.
I commence a rehabilitation trial? There are no changes to coverage.
I return to work from Long Term Disability (LTD)? There are no changes to coverage.
I am on leave with pay? There are no changes to coverage. If you are on a leave with partial pay, visit MyHR for more
information.
I am on leave without pay? Benefits coverage is suspended during a leave without pay. You can continue to receive
benefits coverage by paying the entire premium. Review the Benefits While on Leave or
Layoff section on MyHR.
I return from a leave without pay? If your leave is under three months, contact MyHR when you return to reinstate your
benefits. If your leave is greater than three months, follow the enrolment process on
page 3 to reinstate your benefits.
7
Work status changes
What happens if...

I am on maternity/parental/pre-placement adoption Benefits in place prior to your leave will remain in place during the leave. If you choose, you
leave? may waive Medical Services Plan and extended health and dental plan coverage during
your leave by completing and submitting cancellation forms (one for Medical Services Plan
and one for extended health and dental plans) along with your other maternity/parental
leave forms. As a condition of employment, you must maintain employee life insurance and
long term disability coverage during the leave.
Note: After your leave, if you do not fulfill the return-to-work requirements, you will have to
repay any premiums that were paid on your behalf by your employer during the leave. For
more information, visit MyHR.
Once your child is born, you can enrol him or her in your benefits plans by submitting the
group change forms. You will need to complete one for the Medical Services Plan and one
for your extended health and dental plans.
I travel out of province? Coverage depends on a number of factors, including whether you are on government
business. See page 22 for more information.
Note: The Medical Services Plan strongly advises B.C. residents to purchase additional
health insurance when traveling out of province for personal travel to cover the cost of
services not included in the plan.
I am laid off from the BC Public Service? Your Medical Services Plan coverage, extended health and dental coverage and employee
life insurance end on the last day of the month of layoff. Benefits coverage can be
continued for three months (PEA) or six months (BCGEU) following the month of layoff if
you apply to continue coverage and pay the premiums. Visit MyHR for more information.
I retire from the BC Public Service? Your coverage ends at the end of the month in which you retire. Retirement benefits are
administered through the BC Public Service Pension Plan. Review retirement benefits
criteria at the BC Pension Corporation website. MSP is not a benefit available to retirees
under the Public Service Pension Plan. Health Insurance BC will direct bill you once your
coverage ends under the group plan.
8
Work status changes
What happens if...

I resign from the BC Public Service? Your extended health and dental coverage ends on your last day of work. Your Medical
Services Plan coverage and employee life insurance ends on the last day of the month in
which your employment ends. See page 35 for information about converting your group
coverage to individual plans.
Benefits coverage extended to an eligible spouse and/or dependant children will end the
same date that your coverage ends.
I die? Employee coverage

Benefits coverage will terminate at the end of the month in which death occurs. A life
insurance claim will be initiated when MyHR is notified.
Medical Services Plan coverage for dependants

Coverage terminates for dependants at the end of the month in which the death occurs.
Cancellation of the dependent coverage will generate an individual account for any covered
dependants. Dependants are advised to call 1-800-663-7100 to confirm coverage and
contact information so there is no lapse in coverage.
Extended health and dental plan coverage for dependants

Coverage terminates for dependants at the end of the month following the month in which
the employee dies (e.g. coverage terminates on April 30 when the employees death occurs
in March). Dependants can purchase individual extended health and dental plan coverage
when the group coverage ends through Great-West Life. Of course, family members are
free to purchase coverage from whichever health insurance carrier they choose.

Coverage ends at the end of the month in which the death occurs. Covered dependants
have the opportunity to apply for individual coverage. See Converting to Individual Benefits
Plans on page 35 for further information.
9
Medical Services Plan
The Medical Services Plan of B.C. insures medically-required services provided by physicians Important
to all eligible British Columbians. You are responsible for any
premiums you incur for any period
All British Columbia residents must be covered under the First Nations and Inuit Residents during which you were eligible but
Medical Services Plan. You must enrol to be covered for the Status Native and Inuit residents usually enrol through the were not enrolled in the group plan.
Medical Services Plan. For information about how to enrol, First Nations Health Authority. For further information about
The Medical Services Plan insures
see page 3. coverage for status Native and Inuit peoples, visit the
services like your doctors visits, lab
B.C. Government website.
services and diagnostic procedures,
Eligibility like X-rays.
Your Medical Services Plan options
To be eligible for coverage, employees and their dependants For more information on benefits,
must: If you waive MSP coverage under this program, you must visit the B.C. Government website.
have coverage elsewhere or a self-administered account
Be residents of British Columbia.
will automatically be set up for you and you will be billed
Be Canadian citizens, permanent residents or temporary directly by Health Insurance BC. Tax consideration
document holders. If you and your spouse both have
MSP coverage access to this benefit, only one
Employees must also meet the eligibility requirements for
You can select coverage for: person needs to enrol for coverage
regular and auxiliary employees.
for the whole family. Because this is
Employee only
If you and/or your dependants recently moved to B.C., a taxable benefit, it is important to
the Medical Services Plan requires a waiting period of the Employee plus spouse ensure you are only enrolled once
remainder of the month in which your residence in B.C. is to avoid paying unnecessary taxes.
Note: You must list any dependants you wish to cover. There may be a tax advantage
established, plus two months.
for the lower income earner to
As of January 1, 2017: provide coverage, but individual
circumstances will vary.
There will be no premiums for children, employees or an
employees spouse under 19 years of age.
MSP premium rates will be determined by the number of

adults on an MSP account (the MSP account holder and, if
applicable, a spouse).
10
Extended health plan
The extended health plan is designed to partially reimburse you for a specific group of Important
medical expenses which are not covered by the Medical Services Plan or the PharmaCare It is your responsibility to verify that
program. an item or service is covered prior to
purchase. Contact GWL if the item is
not listed in this guide.
Overview GroupNet
It is recommended that you get an
Great-West Life administers your extended health plan on
GroupNet is Great-West Lifes self-service website for your expense pre-approved if the cost is
behalf of your employer. Detailed descriptions of expenses
extended health and dental plans. Log in to: over $1,000.
eligible for reimbursement under this plan are provided in
the table beginning on the following page. Submit eClaims.
Before you receive reimbursements you must pay Submit/update direct deposit banking information.
the $90 annual deductible unless you are claiming for View your coverage at a glance.
reimbursement of an expense not subject to the annual
deductible. Track your eligibility and limits.
Effective January 1, 2017, unless otherwise stated, you will Print replacement ID cards.
be reimbursed at 80 per cent of the first $1,350 per person
in a calendar year and then 100 per cent for the balance of
the year (subject to some restrictions and plan maximums).
There is a lifetime maximum of $500,000 per covered

person. This lifetime maximum may be reinstated after
paying for any one serious illness on the basis of satisfactory
evidence provided by the employee to the carrier of
complete recovery and return to good health.
This is an employer-paid, non-taxable benefit. For

information about how to enrol, see page 3. For information
about how to make a claim, see page 32.
11
What is covered by your extended health plan?

Before you receive reimbursements, you must pay a $90 deductible in each calendar year, unless you are claiming for
reimbursement for an expense that is not subject to the annual deductible.
Unless otherwise stated, you will be reimbursed at 80 per cent of the first $1,350 per person in a calendar year and then 100
per cent for the balance of the year (subject to some restrictions and plan maximums).
The following is a list of expenses eligible for reimbursement under the extended health plan when incurred as a result of
a necessary treatment of an illness or injury and, where applicable, when ordered by a physician and/or surgeon. Check
GroupNet for detailed information.
Feature Description
Accidental injury Dental treatment by a dentist or denturist for the repair or replacement of natural teeth or prosthetics, which is required
to teeth and performed and completed within 52 weeks after an accidental injury that occurred while covered under this plan. No
reimbursement will be made for temporary, duplicate, or incomplete procedures, or for correcting unsuccessful procedures.
Expenses are limited to the applicable fee guide or schedule.
Accidental means caused by a direct external blow to the mouth or face resulting in immediate damage to the natural teeth or
prosthetics and not by an object intentionally or unintentionally being placed in the mouth.
Acupuncture Acupuncture treatments performed by a medical doctor or an acupuncturist registered with the College of Traditional Chinese
Practitioners and Acupuncturists of British Columbia. See the Paramedical services section of this table for information about
reasonable and customary limits.
Maximum: $200/year/person or $500/year/family

Braces, prosthetics To be eligible for reimbursement, you must include a practitioners note for all prosthetics, braces and supports to confirm
and supports the medical need for the device. Accepted practitioners include licensed chiropractors, physiotherapists and physicians. The
prescription must include the medical condition and the braces must contain rigid material.
Breast prosthetics See the Mastectomy forms and bras section of this table for information.
Chiropractor Chiropractic treatments performed by a chiropractor registered with the College of Chiropractors of British Columbia. See the
Paramedical services section of this table for information about reasonable and customary limits.
Note: X-rays taken by a chiropractor are not eligible for reimbursement.
12
Feature Description
Contraceptives Prescribed oral or injectable contraceptives. See the Drugs and medicines section of this table for information.
Counsellors, Service fees of a registered clinical psychologist or counsellor. The practitioner must be registered in the province where the service
registered clinical is rendered.
Maximum: $500/year/family
To determine if a psychologist is registered for claiming purposes, contact the College of Psychologists of B.C. at 604-736-6164
(toll free 1 800 665-0979). To determine if a counsellor is registered for claiming purposes, contact the BC Association of Clinical
Counsellors at 250-595-4448 (toll free 1 800 909-6303).
Visit MyHR for information about the free short-term counselling services available to you.
Drugs and Covered drugs and medicines purchased from a licensed pharmacy, which are dispensed by a pharmacist, physician or dentist
medicines subject to PharmaCares policies including reference-based pricing and lowest cost alternative. Visit GroupNet to check if your drug
is eligible under the plan and to confirm coverage details.
Drugs and medicines include:
Injectables provided by a medical practitioner and drugs used by a medical practitioner when providing services under
circumstances whereby the drug is not otherwise provided.
Insulin preparations, testing supplies, needles and syringes for diabetes.
Vitamin B12 for the treatment of pernicious anaemia.
Allergy serums when administered by a physician.
Other drugs and medicines that require a prescription from a medical provider who is legally authorized to do so, including oral
and injectable contraceptives.
Maximum: Reimbursement of eligible drugs and medicines will be based on a maximum dispensing fee of $7.60 and a maximum
mark-up of 7 per cent over the manufacturers list price. All plan members must sign up for PharmaCare to assist with prescription
coverage, limiting the impact on your lifetime maximum.
Note: You will be required to apply for PharmaCare Special Authority for certain high-cost drugs before you can claim these drugs
under the extended health plan.
13
Feature Description
Emergency Emergency transportation by licensed ambulance to and from the nearest Canadian hospital equipped to provide medical
ambulance services treatment essential to the patient.
Air transport when time is critical and the patients physical condition prevents the use of another means of transport. Doctors
note may be required.
Emergency transport from one hospital to another only when the original hospital has inadequate facilities.
Charges for an attendant when medically necessary.
Examinations, Medical examinations provided by a physician, required by a statute or regulation of the provincial and/or federal government for
medical employment purposes, for you and all of your registered dependants, provided such charges are not otherwise covered.
Examinations, Fees for routine eye examinations performed by a physician or optometrist for members between the ages of 19 and 64.
vision
Maximum: $75/two calendar years/person
Note: Exams for persons under age 19 and over age 64 are covered under the Medical Services Plan. Your practitioner may charge
more than what is payable by the Medical Services Plan for this service. The balance is not covered by your extended health plan.
Hairpieces Hairpieces and wigs when medically necessary. Maximum: $500/24 months
Hearing aids and Hearing aids and repairs. This benefit is not subject to the annual deductible, and is reimbursed at 100 per cent.
repairs
Maximum:
Adults: $1,500/ear/48 months

Children: $1,500/ear/24 months
Note: Batteries, recharging devices or other such accessories are not covered.
Hospital charges Additional charges for semi-private or private accommodation over and above the amount paid by provincial health care for a
normal daily public ward while you are confined in a hospital under active treatment. This does not include telephone or TV rental
or other amenities.
14
Feature Description
Massage therapy Massage treatments performed by a massage practitioner registered with the College of Massage Therapists of British Columbia.
See the Paramedical services section of this table for information about reasonable and customary limits.
Maximum: $750/year/person
Note: X-rays taken by, and drugs, medicines or supplies recommended and prescribed by a massage therapist are not covered.
Mastectomy forms Mastectomy forms and bras.
and bras
Maximum: $1,000/12 months
Medical aids and A variety of medical aids and supplies as follows:
supplies
For diabetes:
Testing supplies, needles and syringes; or
Insulin injector; or
Insulin infusion pumps if other methods are not suitable.
Note: If you switch from using testing supplies to an insulin injector, testing supplies are not covered for the next 60
month consecutive period.
Light boxes including light visors used for the treatment of seasonal affective disorder.
Oxygen, blood and blood plasma.
Ostomy and ileostomy supplies.
Aerochambers.
Compression hose.
Walkers, canes and cane tips, crutches, splints, collars and trusses (elastic or foam supports are not covered).
Rigid support braces and permanent prostheses (artificial eyes, limbs and larynxes).
Note: Myoelectrical limbs are not covered but the plan will pay an amount equal to the cost of a standard prostheses.
Stump socks to a maximum of $200 per calendar year.
15
Feature Description
Medical aids Standard durable equipment as follows:
and supplies
The cost of renting, where more economical, or the purchase cost of durable equipment for therapeutic treatment including
(continued)
wheelchairs and standard hospital beds.
Manual wheelchairs, scooters, manual type hospital beds and necessary accessories.
Note: If the patient is incapable of operating a manual wheelchair, an electric wheelchair will be covered; otherwise, the plan will
pay the equivalent of a manual wheelchair.
Cardiac screeners and blood glucose monitors.
Growth guidance systems.
Breathing machines and appliances including respirators, compressors, suction pumps, oxygen cylinders, masks and regulators.
Continuous positive airway pressure machine when prescribed for sleep apnea.
Infant apnea monitor.
Note: Pre-authorization is recommended for items costing over $1,000 and is required for items over $5,000.
Naturopathic Naturopathic services performed by a naturopathic physician licensed by College of Naturopathic Physicians of British Columbia.
physician See the Paramedical services section of this table for information about reasonable and customary limits.
Note: X-rays taken by, and drugs, medicines or supplies recommended and prescribed by a naturopathic physician are not covered.
Needleless When prescribed by a physician:
injectors
needleless injectors up to $500/60 months
charges for supplies required for the administration of insulin (needles etc.) are not covered for a 60 consecutive month period
from the purchase date of an insulin injector.
16
Feature Description
Orthotics and When prescribed by a physician or podiatrist when medically necessary, orthotics and custom-fit orthopedic shoes, including
Orthopedic shoes repairs, orthotic devices and modifications to stock item footwear.
Maximum: $400/year/person
Note: Arch supports/inserts are not covered.
Custom-made orthotics:
When submitting claims for custom made orthotics, include the following information:
A prescription from the physician, podiatrist, chiropractor or nurse practitioner indicating the patients medical condition.
A detailed copy of the biomechanical assessment/examination.
Details of the casting technique used to acquire an anatomical model of the patients foot.
The date the orthotics were dispensed to the patient.
An invoice providing the name, address, and phone number of the clinic or provider along with a list of all charges.
Custom-made orthopedic shoes
When submitting claims for custom made orthopedic shoes, include the following information:
A prescription from the physician, podiatrist or nurse practitioner indicating the patients medical condition and an explanation
why stock-item orthopedic shoes cant be used by patient.
Details of the casting technique used to acquire an anatomical model of the patients foot.
Details of the fabrication process and materials used to make the shoes.
An invoice providing the name, address, and phone number of the dispensing clinic or provider along with a list of all charges.
Out-of-province Reasonable charges for a physicians services due to an emergency are eligible for reimbursement, less any amount paid or
emergencies payable by the Medical Services Plan, subject to the lifetime 3 million maximum for out-of-province emergencies. See page 21 for
information about coverage while traveling.
17
Feature Description
Paramedical Services provided by licensed paramedical practitioners. For the purposes of this plan, paramedical services are a defined group of
services services and professions that supplement and support medical work but do not require a fully qualified physician. These services
include: acupuncture, chiropractor, massage therapy, naturopathic physician, physiotherapy and podiatry.
Acupuncture
Chiropractor Except for acupuncture, claims will be reimbursed 80 per cent of $10 for the first four visits for each practitioner. After four visits,
Massage therapy reimbursement will be 80 per cent of the visit fee for further visits (subject to reasonable and customary limits) until maximum
entitlement is reached. Acupuncture claims will be reimbursed 80 per cent of the visit fee (subject to reasonable and customary
Naturopathic
limits) from the first visit.
physician
Physiotherapy Note: See page 21 for information about how your coverage will improve during the course of the current collective agreement.
Podiatry Paramedical services are subject to reasonable and customary (R&C) limits. R&C represents the standard fees health care
practitioners would charge for a given service. They are reviewed regularly and are subject to change atany time. If your health care
practitioner charges more than a R&C limit, you will be responsible for paying the difference. If you have any questions about R&C
limits for a given service, contact Great-West Life at 1 855-644-0538.
Physiotherapist Professional services performed by a physiotherapist registered with the College of Physical Therapists of British Columbia. See the
Paramedical services section of this table for information about reasonable and customary limits.
Maximum: None
Podiatrist Professional services performed by a podiatrist registered with the British Columbia Association of Podiatrists. See the Paramedical
services section of this table for information about reasonable and customary limits.
Note: X-rays taken or other special fees charged by a podiatrist are not covered.
Prostate Serum Once per calendar year.
Antigen test
18
Feature Description
Psychologist, Service fees of a registered clinical psychologist or counsellor. The practitioner must be registered in the province where the service
registered clinical is rendered.
Maximum: $500/year/family
To determine if a psychologist is registered for claiming purposes, contact the College of Psychologists of B.C. at 604-736-6164
(toll free 1 800 665-0979). To determine if a counsellor is registered for claiming purposes, contact the BC Association of Clinical
Counsellors at 250-595-4448 (toll free 1 800 909-6303).
Visit MyHR for information about the free short-term counselling services available to you.
Smoking cessation Drugs and supplies for prescriptions and non-prescription smoking cessation.
products
Maximum: $300/year/individual to a lifetime maximum of $1,000
Note: You must register with the Quittin Time program on MyHR prior to purchasing any products.
Members must submit proof of registration in the Quittin Time Program to Great-West Life along with the first claim of the 6
month period
Great-West Life will activate the members drug card for the drug product purchased, and set the appropriate maximum and
termination date for the six month period
Great-West Life will write to the member to advise them they can continue to use their drug card until the earlier of the end of
the six month period or until they have reached their calendar year or lifetime maximum. Members will also be advised to notify
Great-West Life if they switch to another smoking cessation product so their claims continue to pay correctly.
Vision care Purchase and/or repair of corrective eyewear, charges for contact lens fittings and laser eye surgery, when prescribed or performed
by an optometrist, ophthalmologist, or physician. This benefit is not subject to the annual deductible and is reimbursed at 100 per
cent (to benefit plan limits).
Maximum: a combined maximum of:
Adults: $250/24 months from the service date of first eligible claim
Children: $250/12 months from the service date of first eligible claim
Check GroupNet to verify your personal eligibility period.
Note: Charges for non-prescription eyewear are not covered. See the Examinations, vision section of this table for information
about eye exams.
Note: Any item not specifically listed as being covered under this plan is not an eligible item under this extended health plan.
19
Future changes to extended health Effective January 1, 2017:

benefits Reimbursement for paramedical services will be
reimbursed at 80 per cent of $10 for the first four visits for
Your benefits will be evolving according to the current each practitioner. Reimbursement for additional visits to a
collective agreement, beginning in 2016. The biggest given paramedical services provider will be reimbursed at
change is the gradual move to 80 per cent reimbursement 80 per cent (to plan limits) for that service.
for paramedical services (reasonable and customary limits
will apply). Have a look at the timelines for these and other You will be reimbursed 100 per cent (to plan limits) for
changes below. any claims paid above $1,350 in a calendar year.
Effective January 1, 2016: Effective January 1, 2018:

The extended health lifetime maximum benefit available Reimbursement from the first visit to a paramedical
to you increases from $250,000 to $500,000 per person. services practitioner will be reimbursed at 80 per cent (to
plan limits) for that service.
Reimbursement for paramedical services (chiropractic,
massage, naturopathy, physiotherapy or podiatry) will be You will be reimbursed 100 per cent (to plan limits) for
reimbursed at 80 per cent of the $10 visit fee (i.e. $8) for any claims paid above $1,500 in a calendar year.
the first six visits for each practitioner, instead of the first
eight visits as it is currently. Reimbursement for additional
visits to a given paramedical services provider will be
reimbursed at 80 per cent (to plan limits) for that service.
You will be reimbursed 100 per cent (to plan limits) for
any claims paid above $1,200 in a calendar year.
20
Out-of-province coverage
Business Travel Personal Travel

If you are covered under this extended health plan and you Should you or an eligible dependant have a medical
travel out-of-province or out-of-country on business for the emergency while traveling out-of-province or out-of-
BC Public Service, you are covered for medical emergencies country, the extended health plan will pay eligible medical
to a lifetime maximum of $3 million. The business travel expenses in excess of the payment made by the Medical
medical insurance includes coverage for pre-existing Services Plan of B.C.
conditions with the exception of:
Because extended health benefits are subject to a lifetime
Expenses incurred due to elective treatment and/or maximum of $500,000 per person and emergency
diagnostic procedures expenses can exceed this amount consider purchasing
medical travel insurance during periods of personal travel.
Complications related to such treatment expenses
incurred due to therapeutic abortion, childbirth, or
complications of pregnancy occurring at week 35 or later, Optional Medical Travel Insurance
or if high risk during pregnancy Travel insurance plans can vary significantly. Some insurance
carriers require that you first exhaust the lifetime maximum
Charges for continuous or routine medical care normally
under your extended health plan before they will reimburse
covered by the government plan in your province/
you. It is recommended that you purchase travel insurance
territory of residence
from a carrier that reimburses first, such as Great-West Life,
Have a closer look at everything you need to know about which offers a 10% discount to plan members. For further
employee travel, from information about booking hotels information about Great-West Lifes optional travel medical
and short-term vehicle rentals to travel allowance and insurance, please see the special travel website to
policy details. purchase optional travel medical insurance.
For more information, review Great-West Lifes Optional
Emergency Travel Medical Benefit information sheet.
21
To apply, you will need your Great-West Life group plan Travel Assistance
number (50088) and your identification number. Your The extended health plan includes a worldwide medical
identification number with Great-West Life is the same as assistance provision called Travel Assistance that provides
the number on your current Pacific Blue Cross identification communication services from anywhere in the world 24
card. This travel insurance has a maximum amount payable hours a day seven days a week.
per covered trip of $2 million Canadian. Coverage is
Trained personnel will help you locate hospitals, clinics and
available for 30-, 60-, or 90-day multi-trips if you are under
physicians. For more information on what Travel Assistance
age 80.
provides, please visit the Travel Assistance page.
Note: Effective April 1, 2017, Pacific Blue Crosss personal
Travel Assistance provides advice and coordinates services
medical travel insurance will no longer be first payer and
at no additional charge. However, it is not a means of
the member discount for individual travel plans will no
paying for any of the services that you may require. The
longer apply.
actual cost for any service(s) received is your responsibility.
When purchasing travel insurance from any insurance Some of these expenses may be claimed through Medical
company, make sure you understand the fine print. Most Services Plan of B.C., travel insurance purchased by you or
individual policies, including those offered by Great-West your extended health plan.
Life, exclude coverage for pre-existing conditions.
22
Dental plan
The dental plan is designed to assist you with the cost of your dental care and reimburses Important
most basic and major dental and orthodontic services. It is your responsibility to verify that
an item or service is covered prior to
Overview GroupNet purchase. Contact GWL if the item is
not listed in this guide.
Great-West Life (GWL) administers your dental plan on GroupNet is GWL self-service website for your extended
behalf of your employer. Dental coverage is available for health and dental plans. Log in to:
services in B.C. and for emergency dental services while
Submit eClaims.
traveling anywhere outside of B.C. The plan will cover
eligible expenses up to the amount it would have covered Submit/update direct deposit banking information.
had the services been performed in B.C.
View your coverage at a glance.
This is an employer-paid, non-taxable benefit.
Track your eligibility and limits.
It is your responsibility to contact GWL to verify that certain
Print replacement ID cards.
procedures are covered before the treatment is performed.
For information about how to enrol, see page 3. What is covered by your dental plan?
For information about how to make a claim, see page 32. Dental services fall into three categories or plans:
Basic preventative and restorative services.
Major services.
Orthodontic services.
Detailed information about your coverage in each of these

plans follows.
23
Dental plan
Basic preventative and restorative services Important

Basic dentistry comprises services that are routinely A complete oral examination will be reimbursed to a Check-up schedule
available in the office of a general practicing dentist and maximum of once every three years, but not if the plan
For dependant children under 19
that are necessary to restore teeth to natural or normal has reimbursed for any examination during the preceding
years of age, general recall services
function. nine months.
(oral exam, polishing, scaling and
fluoride) are covered once every six
Reimbursement Preventative services
calendar months.
Procedures that prevent oral disease, including:
You will be reimbursed 100 per cent to plan limits for the For all other plan members, these
cost of the basic dental services outlined below. Note that Cleaning and polishing teeth once every nine months
services are covered once every nine
if services are performed by a specialist, the fee is equal to (once every six months for dependant children under 19).
calendar months.
that of the general practitioner, plus 10 per cent. Topical fluoride once every nine months (once every six
months for dependant children under 19).
What is covered?
Fixed space maintainers intended to maintain space and
Diagnostic services regain lost space but not to obtain more space.
Procedures conducted to determine or diagnose the dental
treatment required, including: Restorative services
Fillings amalgam fillings and composite (white) fillings
Standard oral examinations. on all teeth. Note that specialty fillings (and crowns) such
Specific oral examinations. as synthetic porcelain plastic, composite resin, stainless
steel and gold may result in additional cost to be paid by
X-rays (including panoramic X-rays). the employee (or dependant).
Note: Stainless steel crowns on primary and permanent teeth.
A specific oral examination will be reimbursed once for Inlays and onlays.
any specific area and only if a standard oral examination
has not been reimbursed within the previous 60 days. Note: Only one inlay, onlay or other major restorative service
involving the same tooth will be covered in a five-year
period.
24
Dental plan
Surgical services Replacement and repairs

All necessary procedures for extractions and other The repair of fixed appliances and the rebase or reline of
surgical procedures necessary for the treatment of disease removable appliances (may be done by a dentist or by a
of the soft tissue (gum) and the bones surrounding and licensed dental mechanic). Relines will only be covered
supporting the teeth, but not tissue grafts. once per 24-month period.
Endodontics treatment of diseases of the pulp chamber With crowns, restoration for wear, acid erosion, vertical
and pulp canal including but not limited to basic root dimension and/or restoring occlusion is not covered.
canal. Check with GWL (see page 37 for contact info) before
proceeding.
Periodontal services
Temporary procedures (e.g. while awaiting repair of an
Treatment of diseases of the soft tissue (gum) and bones
appliance) are not covered.
surrounding and supporting the teeth including occlusal
adjustment, root planing, gingival curettage and scaling,
but excluding grafts.
25
Dental plan
Major services Important

Major services applies to services required for Removable prosthetics Plan limits
reconstruction of teeth and for the replacement of missing Full upper and lower dentures or partial dentures of
teeth (e.g. crowns, bridges and dentures), where basic basic standard design and material. Full dentures can A dentist may charge more for
restorative methods cannot be used satisfactorily. To be provided by a dentist or a licensed dental mechanic. services than the amount set in
determine how much of the cost will be paid by the plan, Partials can only be provided by a dentist. the governing schedule of fees or
and the extent of your financial liability, you should submit may offer to provide services more
a treatment plan to GWL for approval before treatment No benefit is payable for the replacement of lost, broken, frequently than provided for in the
begins (see page 37 for contact info). or stolen dentures. Broken dentures can, however, be fee guide. You are responsible for
repaired under basic services. any financial liability resulting from
Reimbursement services performed which are not
Replacement and repairs covered or that exceed the costs
Major services are 65 per cent covered to plan limits. Only Removal, repairs and recementation of fixed appliances. covered by the plan.
one major restorative service involving the same tooth will
be covered in a five-year period.
What is covered?
Restorative services
Veneers.
Crowns and related services.

Note: specialty crowns and fillings such as synthetic
porcelain plastic, composite resin, stainless steel and gold
may result in additional cost to be paid by the employee
or dependant.
Fixed prosthetics
Bridgework to artificially replace missing teeth with a
fixed prosthesis.
26
Dental plan
Orthodontic services Reimbursement

This plan is designed to cover orthodontic services provided Orthodontic services are 55 per cent covered.
to maintain, restore or establish a functional alignment
Your total lifetime maximum payment for orthodontic
of the upper and lower teeth. The plan will reimburse
services, for each covered person, is $3,500.
orthodontic services performed after the date coverage
begins. The carrier will pay benefits on a monthly basis. If you pay
the full amount to the dentist in advance of completed
Pre-approval treatment, the carrier will prorate benefit payment over the
To claim orthodontic benefits, GWL must receive: months of the treatment period.
A treatment plan (completed by the dentist) before No benefit is payable for the replacement of appliances
treatment starts. which are lost or stolen.
Photocopies of receipts monthly, as treatment progresses Treatment performed solely for splinting is not covered.
(do not hold receipts until the treatment is complete).
Note: Any other item not specifically listed as being covered
under this plan is not an eligible item under this extended
Note: You can submit monthly claims through GroupNet.
health plan.
27
Life insurance plans
Employee life insurance plans help protect your loved ones from the financial burden of Important
a loss. Converting to an individual plan
Great-West Life [Policy 6878GL(4)] administers your life A conversion policy (see page 35). If your employment ends or you
insurance plan on behalf of your employer. This life reach age 65, you can apply
Option to purchase optional spouse and dependant to convert to an individual life
insurance plan pays a benefit to your designated beneficiary
insurance for which you are the beneficiary. insurance plan. See Converting to
or to your estate in the event of your death. Coverage is
effective 24 hours a day, seven days a week. This policy is a You are automatically enrolled in employee life insurance, Individual Benefits Plans (page 35)
term life insurance policy and has no cash value. Features of but you need to designate a beneficiary. For information for more information and important
the plan include: about how to submit or update your beneficiary, see page 3. application deadlines.
Basic life insurance. For information about how to make a claim, see page 33.
Accidental dismemberment and loss of sight benefit.
Advanced payment for terminally ill employees.
A funeral advance option.
28
Employee basic life insurance (to age 65) Important

Employee basic life insurance is mandatory. No enrolment 3. For employees who retire before age 65: employee Why designate a beneficiary?
is necessary; you are automatically covered when you meet life insurance will continue until the age of 65 provided
The insurance payment is non-
eligibility requirements. that:
taxable when paid to a designated
Except as noted, coverage is equal to three times annual While an employee, the retiree was covered under beneficiary. If you have not
salary or the employer-paid minimum coverage ($80,000), the Public Service group life insurance plan (Policy designated a beneficiary, the benefit
whichever is greater. 6878). will be paid to your estate and will
become part of the proceeds of the
Annual salary is defined as your bi-weekly salary times The retiree begins receiving a pension the month
estate for tax purposes.
26.0893 and coverage is rounded up to the nearest $1,000. following termination of employment AND elects
(on his/her pension application form) to continue life For information about how to
Notes:
insurance coverage. Those under 65 will be provided submit or update your beneficiary,
1. For nurses hired before May 1, 1990: coverage equals with this option (see your pension package). You see page 3.
two times annual salary rounded up to the nearest are not eligible for this coverage if there has been a
$1,000, with an employer-paid minimum of $40,000 break in service from the end of employment to the
unless the plan member elected the higher level of commencement of your pension payment.
coverage (outlined above). For more information, refer
to articles 25.04 and 27.20 of the BCNU Collective Premiums
Agreement.
The premium for the first $80,000 of insurance coverage
2. For employees working past age 65: employee life is paid for by your employer and is a taxable benefit. The
insurance (and long term disability) will cease at the employee-paid monthly premium for coverage above
end of the month in which an employee turns 65. $80,000 is 18 cents per thousand dollars (rate subject to
Employees have the option to convert their group life change), and is paid through payroll deduction.
insurance plan to an individual plan. See Converting to
Individual Benefits Plans (page 35) for more information
and important application deadlines.
29
Accidental dismemberment and loss of Advance payment for terminally ill

sight clause employees
The life insurance policy includes an accidental An advance payment of up to $50,000 or 50 per cent of the
dismemberment clause that will pay a benefit to the employee life insurance, whichever is less, is available to
employee for a number of losses suffered as a result of an eligible employees. This payment is non-taxable.
accident. The plan includes a table of losses and the amount
To make an advance payment claim, you must be suffering
payable. Some examples are:
from a terminal illness with a life expectancy of 24 months
The principal sum is payable for one of the following: or less.
Loss of both hands or feet. Request advance payment claim forms from MyHR. Your
request for a claim form should include:
Loss of sight of both eyes.
Full name.
Loss of one hand and one foot.
Social insurance number.
Loss of one hand or one foot and sight of one eye.
Current address.
If benefits are paid to you because of an accidental
dismemberment or loss of sight benefit claim, and you die Telephone number.
as a result of that injury, the payment to your beneficiary
Last day worked.
will be reduced by the benefit payment you received before
your death. Work status.
The balance of the life insurance will be paid to your

beneficiary upon your death. Interest payments will be
charged against the advanced payments.
30
Funeral advance Optional spouse and dependant life

An advance of $8,000 can be expedited to the beneficiary insurance
in the event of an employees death. This does not apply This optional plan provides spousal coverage of $10,000
Important
if the estate or a minor child has been designated as the and child coverage of $5,000 per dependant child. The If you no longer have eligible
beneficiary. The balance of the life insurance will be paid beneficiary of this coverage is the employee. The premium dependants or if you wish to cancel
once the beneficiary has submitted the claim. is $2.21per month, regardless of the number of dependants optional spouse and dependant life
(rate is subject to change). Coverage will be effective once insurance, you must complete the
To apply for the funeral advance, the beneficiary should
the application is approved. election form indicating you wish to
contact MyHR (see page 37 for contact info) and provide
the following information: cancel this coverage. This coverage
For information about how to enrol, see page 3.
does not automatically cancel when
Name of deceased person. MyHR must receive the application form within 90 days of you remove dependants from your
the later of: Medical Services Plan and extended
Date of birth of deceased person.
health and dental plans.
Becoming eligible for benefits; and
Date of death of deceased person.
Acquiring your first insurable spouse or dependant.
Full name, address and phone number of beneficiary.
Otherwise, you will be required to submit evidence of
After confirming that the funeral advance is payable, MyHR
insurability, and coverage will be subject to approval by
will contact the carrier and a cheque will be mailed directly
the carrier.
to the beneficiary, usually within a few days of the request.
For information about how to make a claim, see page 32.
31
How to make a claim
When you are ready to make an extended health, drug, dental or life insurance claim, choose Deadlines
the method that works best for you. It is recommended that you submit
claims immediately after treatment.
Pay Direct Once a claim is processed, you will receive a direct deposit if Late claims will not be accepted by
youve provided your banking information to GWL through GWL.
Pharmacies, dentists, chiropractors, physiotherapists,
GroupNet. Otherwise, you will receive a cheque in the mail.
naturopathic doctors, podiatrists, psychologists,
Extended health claims, including
massage therapists and optical stores/optometrists/ Note: Claims must be received no later than 15 months
drug claims and dental claims, must
ophthalmologists can register for Pay Direct through GWL. If from the date the expense was incurred.
be received no later than 15 months
your service provider has signed up, simply show your GWL
from the date the expense was
identification card (and the card for your spouses program, Drugs
incurred.
if you are able to coordinate benefits) and you will pay only If your pharmacy cannot bill GWL directly (i.e. you have to
the portion of the expense that is not covered under your pay full cost at the pharmacy), you can submit a paper or Questions?
benefit plan. electronic claim.
Contact Great-West Life at
Extended health Find the paper claim form on MyHR or GroupNet, and 1 855-644-0538.
follow the submission instructions carefully. Make a
To make a claim for reimbursement, you can submit a paper
photocopy of your expense receipt because the originals See page 37.
or electronic claim.
cannot be returned to you.
Find the paper claim form on MyHR or GroupNet, and
Submit eClaims on GroupNet. Keep your original expense
receipts in the event that you are asked to submit them.
photocopy of your expense receipt because the originals
cannot be returned to you. All plan members are required to sign up for PharmaCare
to assist with prescription drug coverage, limiting the
Submit eClaims on GroupNet for vision care, chiropractic,
impact on your lifetime maximum. In addition, some high-
physiotherapy, podiatry, psychology, acupuncture, and
cost drugs will require you to apply for PharmaCare Special
naturopathy. Keep your original expense receipts in the
Authority before you can be reimbursed.
event that you are asked to submit them.
Note: Claims must be received no later than 15 months
from the date the expense was incurred.
32
How to make a claim
Dental Coordinated benefits

Most dental offices will bill GWL directly when you present If your spouse is an excluded BC Public Service employee or
your ID card (and the card for your spouses program, if is enrolled in a benefits program with an employer outside
you have coordinated benefits), and you will pay only the of the BC Public Service, you may be able to submit your
portion of the service not covered by your benefits plan(s). extended health and dental receipts to both plans and get
If not, you can submit a paper claim. up to 100 per cent of your eligible expenses reimbursed.
Check your spouses benefits program to see if it allows for
Find the paper claim form on MyHR or GroupNet, and
coordination of benefits plans.
photocopy of the expense receipt because the originals When you make a claim under coordinated plans,
cannot be returned to you. photocopy your receipt(s) and submit your claim to your
plan first. Once approved, you will receive an explanation
Note: Claims must be received no later than 15 months
of benefits statement. Now you can submit a claim to
from the date of service. Also monthly orthodontic claims
your spouses plan, along with the explanation of benefits
may be claimed through GroupNet.
statement and photocopies of your receipt(s).
Life insurance Spouses will submit to their plans first.
To initiate a claim for any of the life insurance products, you, If you have dependent children, the order of submission is
your supervisor or your designated beneficiary can contact determined by your birthdays. If your birthday is earlier in
MyHR. A representative will send claiming information and the calendar year than that of your spouse, you will submit
will be available to answer questions. your childrens claims to your program first.
Note: If you and your spouse have coordinated benefits

and you are both covered under GWL, you can submit to
both plans at the same time by filing an eClaim through
GroupNet.
33
When does coverage end?
Medical Services Plan Employee life insurance plan Important

Coverage ends on the last day of the month in which: Coverage ends on the last day of the month in which:
When your spouse turns 65, s/he is
Your employment ends. Your employment ends. eligible to convert to an individual
life insurance plan without a medical
You request that coverage end. You turn 65.
exam. See the section on Converting
You change from regular to auxiliary status. You change from regular to auxiliary status. a Spouses Optional Life Insurance on
page 35 for further details.
You take a leave of absence without pay greater than You retire under the provisions of the Pension (Public
a calendar month (if you do not pay the required Service) Act (unless you elect to continue coverage to age
premiums). 65).
You are laid off (if you do not pay the required premiums). You do not pay the required premiums.
You cease to satisfy the actively-at-work requirement.

Extended health and dental plans
Coverage ends on one of the following:
Coverage for dependants
Your last day of employment.
Benefits coverage ends on one of the following:
The day you request that coverage end.
The same date that your coverage terminates.
The last day of the month of a leave of absence without
The date you request coverage end.
pay greater than a calendar month (if you do not pay the
required premiums). The date he/she/they cease to qualify as an eligible
dependant.
The last day of the month in which you change from
regular to auxiliary status. In the event of the employees death, extended health
and dental plan coverage for dependants is maintained
The last day of the month of lay off (if you do not pay the
until the end of the month following the month of
required premiums).
the employees death. However, Medical Services Plan
The last day of the month in which you retire. coverage for dependants terminates at the end of the
month of the employees death.
34
When does coverage end?
Converting to individual benefits plans Important

You are free to apply for insurance
The conversion policy enables you to convert to individual group coverage ends. The premium for the individual
with any other insurance carrier you
extended health, dental and life insurance plans when your policy will depend on your age and on the type of policy
choose at any time.
group coverage ends, should you wish to do so. you select. It is not the same rate as paid while covered
under the group plan. MyHR, the Public Service Pension
Converting to an individual plan may benefit you if you do
Plan at BC Pension Corporation and
not qualify for other insurance due to an existing medical To start the conversion process for life insurance, contact
your employer are not responsible
condition. MyHR.
for the lapse of the 60-day
You can apply to convert to some or all of these plans. conversion period if you do not
Converting your spouses optional life insurance apply in a timely manner.
Note: You must apply and pay your first premium within 60 Provided your spouse is under age 65, you may also convert
days of the end of the month in which your group coverage his or her optional life insurance to an individual plan at the
ends. This conversion cannot be made retroactive. If you same time as you are converting your own coverage. The
miss this deadline, you are no longer eligible for conversion. same application deadline applies.
If your spouse is older than you when you turn 65, your
Converting your individual life insurance plans spouse is ineligible for conversion to an individual plan.
If your employment ends or you reach age 65 you may To start the conversion process for life insurance, contact
convert your coverage to an individual policy, limited in MyHR.
both amount and plan, without a medical examination. Or,
you may take a medical examination (paid for by the carrier) Individual extended health and dental plans
and choose any insurance plan offered by the company. If When your group coverage ends, an individual health and
you do not meet the medical requirements, you still have dental plan is available through Great-West Life. Visit their
the opportunity to convert your coverage to an individual Health and Dental Insurance page for more information.
policy, limited in both amount and plan.
If you would like to purchase an individual extended health
The amount of the individual policy where no medical and dental plan, contact Great-West Life.
examination is taken may be any amount up to the amount
of coverage (maximum $200,000) in force at the time your
Note: Individual plans will be different than the group plan
35
Other benefits programs
Your benefits program is only one of many benefits available to you. Along with your Public
Service Pension Plan, these programs increase the value of your take-home pay.
Health & Well-being programs include counselling, smoking cessation support, flu shots and a program to track your
personal health goals.
Learning & Education opportunities range from courses offered by the BC Public Service Agency to scholarships for you
and your children and loan forgiveness programs for post-secondary education.
Leave & Time Off options help you achieve work/life balance, whether youre taking a holiday, furthering your education
or taking care of a new member of the family. Options include a Deferred Salary Leave Program, earned time off, special
leave and vacation.
Engagement & Recognition initiatives celebrate your long service and your best work.
Flexible Work Options offering flexibility around when and where you work help you work efficiently from home or on a
schedule thats best for you.
Performance Management resources that support your career growth and optimal performance, include individual and
team coaching services and planning tools.
For information about all of your benefits, visit MyHR.
36
Contacts and resources
For questions about extended health and dental claims, For all other enquires, contact:
contact:
Great-West Life MyHR

Mailing address: Mailing address:
PO Box 3050, Station Main Benefits Service Centre
Winnipeg, Manitoba Block E, 2261 Keating Cross Road
R3C 0E6 Saanichton, B.C. V8M 2A5
Phone:
Phone:
Toll-free: 1 877-277-0772
Toll-free: 1 855-644-0538
Victoria or Vancouver: 250-952-6000
Website:
greatwestlife.com Callers from outside B.C.:
Call Enquiry BC at 604-660-2421 and ask to be transferred
GroupNet: to MyHR at 1 877-277-0772.
groupnet.greatwestlife.com
Fax:
604-320-4031
Website:
MyHR
Email:
Ask MyHR
37
Glossary
Actively-at-work To satisfy this requirement, an employee must:

requirement
1. Be fully capable of performing his/her regular duties.
2. Be either:
Actually working at the employers place of business or a place where the employers business requires him to work.
Absent due to vacation, weekends, statutory holidays or shift variances.
Auxiliary employee An employee who is employed for work that is not of a continuous nature. S/he is eligible to receive benefits upon meeting
eligibility criteria (e.g. completion of 1827 hours of work in 33 pay periods). See your Collective Agreement for additional
information about eligibility criteria.
Bargaining unit The bargaining unit consists of those public service employees who are members of one of the following bargaining units: the
employee British Columbia Government and Service Employees Union (BCGEU), the Communications, Energy and Paperworkers Union of
Canada, the Professional Employees Association (PEA), the British Columbia Nurses Union (BCNU) and the Union of Psychiatric
Nurses (UPN).
Beneficiary The person(s)/registered charity named to receive the insurance benefit if the employee dies while insured. If the employee dies
without designating a beneficiary, payment will be made to the employees estate.
Note: The employee is the beneficiary for spouse and child optional life insurance.
Carrier The service provider that adjudicates the claims on behalf of your employer:
Great-West Life is the carrier for extended health and dental plans.
Great-West Life is the carrier for the life insurance products.
Claim A request to the insurance provider for payment under the benefit plan.
Common-law spouse A common-law spouse is a person of the same or opposite sex where the employee has signed a declaration or affidavit that they
have been living in a common-law relationship or have been co-habiting for at least 12 months. The period of co-habitation may
be less than 12 months where the employee has claimed the common-law spouses child/children for taxation purposes.
Note: By enrolling your common law spouse in your benefits program, you are declaring that person as your common law spouse.
A separate form (declaration) is not required.
38
Glossary
Complete oral exam Clinical examination and diagnosis of hard and soft tissues, including carious lesions, missing teeth, determination of sulcular
depth and location of periodontal pockets, gingival contours, mobility of teeth, recession, interproximal tooth contact
relationships, occlusion of teeth, TMJ, pulp vitality tests, where necessary and any other pertinent factors.
Conversion policy A policy that enables members to convert to individual benefits plans (extended health and dental, life insurance) when group
coverage ends.
Coordination of A provision describing which insurer pays a claim first when two policies cover the same claim. This provision applies only to
benefits extended health and dental plans.
Deductible The amount you must pay each year before the plan starts to reimburse eligible medical expenses.
Dependants A spouse or child who meets the eligibility requirements and is covered under your benefits program.
Dispensing fee The fee charged by pharmacies to dispense a medication.
Eligible employee All regular bargaining unit employees, whether full- or part-time, may participate in this benefits program. In addition, auxiliary
bargaining unit employees may participate in this benefits program upon meeting eligibility criteria (e.g. completion of 1827
hours of work in 33 pay periods). See your Collective Agreement for additional information about eligibility criteria.
Eligible expenses Charges for services and/or supplies that have been specifically included in the Extended Health and Dental Contract as a benefit.
An expense is incurred on the date the service is provided or the supply is received.
Any payment to a pharmacy or practitioner which represents an amount in excess of the recognized fee schedules is not included
in the definition of an eligible expense.
Employer BC Public Service or an employer participating in the public service benefits program.
Estate The whole of ones possessions (assets and liabilities) left by an individual upon his or her death.
Explanation of The statement you receive from your extended health/dental insurance carrier that itemizes how you are being reimbursed for
benefits statement the expenses that you submitted.
Fee schedule The dental fee schedule published by the BC Dental Association for dentists (general practitioners), dental specialists, and
denturists that contains eligible dental services, financial limits, treatment frequencies, and fees in effect on the date the dental
service was performed.
Note: Most, but not all, plans will cover costs based on the fee guide. It is not mandatory for dental offices to follow the fees
suggested in the fee guide.
39
Glossary
Full-time attendance A child is considered a full-time student when he or she meets the attendance requirements specified by the educational
institution. If not specified, full-time attendance means that the child is enrolled for at least 15 hours of instruction per week,
per term, and is physically present on campus or virtually present on campus by way of regularly scheduled, interactive, course-
related activities conducted online. Students must be able to demonstrate, if requested, that they meet full-time attendance
requirements.
Individual benefits Benefits plans that an individual purchases for him/herself.
plans
Lowest Cost Under PharmaCare, drugs deemed the lowest cost alternative are usually (but not always) generic drugs. Generic drugs contain
Alternative program the same active ingredients and are manufactured to the same standards set by Health Canada, and to the same strict regulations
established by the Food and Drugs Act. Only minor ingredients like dyes, coatings or binding agents may vary. The real difference
is in price; generic drugs cost 30-50 per cent less, on average.
Minor A person who is under 19 years of age.
Non-taxable benefits Non-cash benefits, like extended health and dental, provided to employees by their employer. Employees are not required to pay
the tax on the cash value of the benefit.
Paramedical services A defined group of services and professions that supplement and support medical work but do not require a fully qualified
physician. These services include: acupuncture, naturopathic physician, chiropractor, physiotherapy, massage therapy and
podiatry.
PharmaCare PharmaCare helps British Columbians with the cost of eligible prescription drugs and designated medical supplies. It is one of the
most comprehensive drug programs in Canada, providing reasonable access to drug therapy through seven drug plans.
Assistance through PharmaCare is based on income. The lower your income, the more help you receive. There is no cost to register
and there are no premiums. More information is available on the B.C. Government website.
Pre-authorization Confirmation with GWL regarding eligible medical/dental expenses and reimbursement percentage.
Premium The amount paid by the employee or the employer to maintain insurance coverage.
Principal sum An amount equal to the employees life insurance.
Reasonable and Represents the standard fees health care practitioners would charge for a given service. R&C limits are reviewed regularly and are
customary (R&C) subject to change at any time. If your health care practitioner charges more than the R&C limit for that item or service, you will be
limits responsible for paying the difference. If you have any questions about R&C limits for a given service, contact Great-West Life at
1 855-644-0538.
40
Glossary
Reference-based A process where drugs that are deemed therapeutically equivalent are grouped together, and then the cost of the lowest-priced
pricing drug in the group (typically a generic drug) is used as the reimbursement level for all drugs in the group.
Regular employee An employee who is employed for work that is of a continuous full-time or continuous part-time nature.
Rehabilitation trial A trial period of employment for assessment and/or rehabilitation purposes.
Reimbursement The amount you are paid back for an expense that you incur. Reimbursements can be partial or total.
Specific oral exam The examination and evaluation of a specific condition in a localized area.
Statutory benefits Benefits that are fixed, authorized, or established by statute. The employer is required by the law (Employment Standards
Legislation) of the province to provide these benefits to employees.
Taxable benefits Non-cash benefits, like employee life insurance (employers portion) and Medical Services Plan coverage provided to employees
by their employer. Employees are required to pay the tax on the cash value of the benefit.
Note: This document describes the benefits program for eligible Bargaining Unit employees in the BC Public Service.
While all efforts have been made to make the document comprehensive, it does not contain all the details in the official
documents that legally govern the operation of each of the benefits plans within the benefits program. These plans are
subject to change from time to time. In the event of any discrepancy or misunderstanding, benefits will be paid according
to the applicable contracts, policies, plan documents and legislation.
Last updated: March 2017
41
The University
of British Columbia
Faculty and Administrative
Directory 2010
Vancouver and Okanagan

Campuses
2 EMERGENCY PHONE NUMBERS
OKANAGAN CAMPUS
EMERGENCY
FIRE
CALL
9-1-1
POLICE AMBULANCE
OTHER EMERGENCY NUMBERS

Emergency / First Aid / Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-807-8111
Health, Safety and Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-807-8111
Hazardous Materials Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 911
Poison Control Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-567-8911
NON-EMERGENCY NUMBERS
Security (non-emergency) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-807-9236
Health, Safety and Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-807-8621
Facilities Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-807-9272
Health and Wellness (students) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-807-9270
RCMP (non-emergency) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-762-3300
Fire Department (non-emergency) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-469-8801
Hospital Emergency Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250-862-4485
Health, Safety and Environment (Vancouver). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-2029
Employee and Family Assistance Program (EFAP). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-663-1142
The lists on Pages 2 and 3 have been prepared from the best information obtainable;
UBC does not assume responsibility for omissions, errors, or subsequent changes to these
numbers.
PRINTED IN CANADA THE UNIVERSITY OF BRITISH COLUMBIA, 2010

EMERGENCY PHONE NUMBERS 3
VANCOUVER CAMPUS
EMERGENCY
FIRE
CALL
9-1-1
POLICE AMBULANCE
OTHER EMERGENCY NUMBERS

Campus First Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-4444
Hazardous Materials Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 911
Campus Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-2222
Poison Control Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-682-5050
UBC Hospital Urgent Care (8 am - 10 pm) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-7662
NON-EMERGENCY NUMBERS
Ambulance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-872-5151
Biosafety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-7596
Campus Fire Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-665-6010
Chemistry Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-9280
Counselling Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 608-822-3811
Environmental Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-9280
Family Practice Unit UBC Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-827-4168
Fire Prevention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-665-6069
Equity Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-6353
Health Safety and Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-2029
Occupational Hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-2643
Radiation Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-7052
RCMP UBC Detachment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-224-1322
Safewalk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-5355
Student Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-7011
Trouble Calls Plant Operations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-822-2173
Sexual Assault Support Centre (SASC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-827-5180
Vancouver Fire Department. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-665-6000
Vancouver Police Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604-717-3321
4 STUDENTS, STAFF & FACULTY IN CRISIS
Okanagan Campus
As you work with students, staff and faculty, you may be confronted with the following critical incidents. It is important that you
contact the resources set out below for assistance.
CRISIS STUDENT FACULTY & STAFF

Death Police: 911 Campus Security: 205-807-8111
Campus Security: 250-807-8111
Students Services: 250-807-9100
Suicidality Emergency Services: 911

Campus Security: 250-807-8111
Suicide Health and Wellness: 250-807-9270 Human Solutions
Imminent threat / attempt (Employee & Family Assistance Program):
1-800-663-1142
Suicide Crisis Counselling and Suicide Prevention (24-hr crisis lines):

Suicidal thoughts BC-Wide: 1-800-SUICIDE (1-800-784-2433)
Health and Wellness: 250-807-9270
Emergency Department Kelowna General Hospital: 250-862-4485
2268 Pandosy St, Kelowna
Acute Emotional Distress Health and Wellness: 250-807-9270 Human Solutions
(Employee & Family Assistance Program):
1-800-663-1142
Crisis Counselling and Suicide Prevention (24-hr crisis lines):
BC-Wide: 1-800-SUICIDE (1-800-784-2433)
Medical Emergency Emergency Services: 911 (24 hrs) Emergency First Aid:
(e.g. heart attack, severe 250-807-8111 (24 hrs)
bleeding, life threatening
injury in a lab) Campus Security: 250-807-8111 (24 hrs)
Illness, Injury Health and Wellness: 250-807-9270 Local First Aid Attendant: 250-807-8111
(non-emergency)
Emergency Department Kelowna General Hospital: 250-862-4485
Sexual Assault Emergency Services: 911
(Services should only be called Campus Security: 250-807-8111
if requested by victim or if Health and Wellness: 250-807-9270
a life threatening situation Kelowna Women's Shelter: 250-763-1040 (24 hrs)
exists)
Health and Wellness: 250-807-9270 Human Solutions
1-800-663-1142
Students in need of Student Financial Assistance and
emergency funding Awards: 250-807-9544
Missing Person Campus Security: 250-807-9236
Extremely dangerous person Police: 911
endangering the safety of Campus Security: 250-807-8111
themself and / or others
Students Services: 250-807-9100
STUDENTS, STAFF & FACULTY IN CRISIS 5
Vancouver Campus
As you work with students, staff and faculty, you may be confronted with the following critical incidents. It is important that you
contact the resources set out below for assistance.
INCIDENT WEEKDAYS AFTER HOURS

Death Police: 911 Campus Security: 604-822-2222
VP Students: 604-822-3644
Suicide Emergency Services: 911
Imminent threat / attempt Campus Security: 604-822-2222
Counselling Services: 604-822-3811 Human Solutions
Student Health Service: 604-822-7011 (Employee & Family Assistance Program):
604-689-1717 or 1-800-663-1142
Suicide Crisis Counselling and Suicide Prevention (24-hr crisis lines):

Suicidal thoughts BC-Wide: 1-800-SUICIDE (1-800-784-2433)
Greater Vancouver: 604-872-3311
Vancouver General Hospital Emergency Department: 604-875-4995
920 West 10th Ave, Vancouver
Acute Emotional Distress Counselling Services: 604-822-3811 Human Solutions
1-800-663-1142
Crisis Counselling and Suicide Prevention (24-hr crisis lines):
BC-Wide: 1-800-SUICIDE (1-800-784-2433)
Greater Vancouver: 604-872-3311
Medical Emergency Emergency Services: 911 (24 hrs)
(e.g. heart attack, severe
bleeding, life threatening Campus Security: 604-822-2222 (24 hrs)
injury in a lab)
Illness, Injury Student Health Service: 604-822-7011

(non-emergency)
UBC Urgent Care (until 10 pm): 604-822-7222
Vancouver General Hospital Emergency Department: 604-875-4995
Sexual Assault Emergency Services 911
(Services should only be called Campus Security 604-822-2222
if requested by victim or if Sexual Assault Service at VGH Emergency
a life threatening situation If sexual assault has occurred within the past seven days, sexual assault services can
exists) be requested at: Vancouver General Hospital Emergency, 920 West 10th Ave, Van-
couver. (Female patients can arrange for a Women Against Violence Against Women
WAVAW rape crisis councellor to meet them at the hospital.)
Women Against Violence Against Women 604-255-6228
24-hour crisis line 604-255-6344
Counselling Services Human Solutions

604-822-3811 (Employee & Family Assistance Program):
Student Health Service 1-800-663-1142
604-822-7011
Students in need of Student Financial Assistance and

emergency funding Awards: 604-822-5111
Missing Person Campus Security: 604-822-2222

Extremely dangerous person Police: 911
endangering the safety of Campus Security: 604-822-2222
themselves and / or others
VP Students: 604-822-3644
Please contact the VP Students office at 604-822-3644 if you have any questions regarding a student in crisis.
CONTENTS 7
Faculty & Administrative Directory 2010

Page
Emergency Numbers
Okanagan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Vancouver . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Students in Crisis
Okanagan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Vancouver . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Emergency Procedures
General Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Fire / Explosion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chemical / Radiation / Biohazard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
First Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Bomb Threats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lockdowns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Environmental Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Personal Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
WHMIS Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Telephones
Dialing Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Telephone System Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
UBC Waste Reduction Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Universities and Colleges of Canada
British Columbia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Alberta, Saskatchewan, Manitoba & Ontario. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Quebec, New Brunswick, Nova Scotia, Prince Edward Island & Newfoundland . . . . . . . . . . . . . . . . . . . . . . .19
Updates to UBCs Online Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Generic E-mail Service Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Finding Your Way
Okanagan Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Vancouver Campus Building Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 - 29
Campus Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 - 31
South Campus Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Alphabetical Listings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . White Section
Departmental Listings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yellow Section
UBC Faculty and Administrative Directory entries are updated by departmental administrators across campus; If you have
any questions regarding your request, please contact your directory administrator directly. A current list of directory
administrators is available at directory.ubc.ca/admins.cfm.
White and Yellow page listing changes can be done at anytime during the year by your department administrator using the
directory web page directory.ubc.ca.
D irec tor ies a re di str ib uted at n o cha rge . Addi t io nal cop ies can be requ es ted by sen di ng an
e-mail to: ubc-directory@it.ubc.ca
Information contained in this directory is reserved for use by the University and its staff and by authorized users
of the Internet. The use of this information for a mailing list or for telephone or electronic solicitation is prohibited.
Any personal information shown is with the express written consent of the individual.
Published by UBC IT
8 UBC EMERGENCY PROCEDURES
www.emergency.ubc.ca
EMERGENCIES 1. Call Emergency Number: 9-1-1

Specify whether you need Police, Ambulance or Fire.
Have the following information available:
tCVJMEJOHOBNF
tCVJMEJOHBEESFTT
tSPPNOVNCFS
2. If emergency involves an unconscious/injured person
t&OTVSFUIFSFJTOPEBOHFSUPZPVSTFMGPSWJDUJN
tDo not move victim unless their life is endangered.
t3FNBJOXJUIWJDUJNVOUJMIFMQBSSJWFT
3. Inform Supervisor or Department Head.
Emergency preparedness and response training is available through the department of Health, Safety
and Environment. For more information on Emergency response, preparedness, and/or training, contact
emergency_planning@hse.ubc.ca or 604-822-1237.
FIRE/ 1. Pull Fire Alarm.

EXPLOSION 2. If possible, and without placing yourself or others in danger, control
fire with the appropriate fire extinguisher.
3. Follow your Department Emergency/Fire Plan: evacuate, closing doors as you leave.
4. Meet at gathering site.
5. Call 911 and give further information.
6. Have someone meet the Fire Department outside the main entrance.
7. Do not re-enter building until Fire Department gives permission.
CHEMICAL/ 1. Close the door behind the spill and/or fire.

RADIATION/ 2. Call Hazardous Materials Response: 911
BIOHAZARD Be prepared to give the following information:
EMERGENCIES tUZQFPGDIFNJDBMPSIB[BSE
tBNPVOUTQJMMFE
tFYBDUMPDBUJPOPGUIFTQJMM SPPNOVNCFS CVJMEJOH
Do not hang up until the operator releases you.

3. Call Campus Security: 604-822-2222
FIRST AID 1. If a staff or faculty member is injured

Call Local First Aid Attendant or Call First Aid Line: 2-4444
Industrial First Aid Attendants will respond 24 hours/day.
2. If a student is injured call 911
Nurses at Student Health Services (Vancouver HospitalUBC Site) are available for
First Aid for Faculty and Staff during the following hours:
Mon, Tues, Wed, Fri: 08:00 - 16:00
Thurs : 09:00 - 16:00
During an emergency on campus, go to www.ubc.ca for official information.

UBC EMERGENCY PROCEDURES 9
BOMB THREATS 1. Remain calm, listen carefully to what the caller is saying and write it
down. Keep the caller talking and obtain the following information:
a. Where is the bomb? e. What will cause it to explode?
b. When will it explode? f. Did you place the bomb? Why?
c. What does it look like? g. What is your name?
d. What kind of bomb is it? h. Where are you calling from?
2. Record the details such as time of call, whether caller was male or female, any
distinctive voice characteristics (accent, manner, speech, whether voice was familiar),
whether there were background noises or reference to local issues.
3. When the caller hangs up
a. Call RCMP: 911
b. Call Campus Security: 2-2222
c. Be prepared to give your name, phone number, and exact location with details of
the threat.
d. Do not hang up until you are released by the authority talking to you.
e. Inform your Supervisor.
f. Stay where you are and ask your Department Head to meet with Police and
Security when they arrive.
g. If you are in a multi-department building try to have other Department Heads or
a delegate join you to meet with Police and Security.
h. Do not spread word of the threat as this should be handled by the
authorities.
The Security Manager, in consultation with the RCMP and Building/ Department Head(s),
will give the order to evacuate the building if necessary.
EARTHQUAKES If you are inside a building

1. Resist the urge to run. Do not immediately leave the building as there is danger from
falling debris.
2. Do not use elevators.
3. Move away from glass windows, partitions and objects with the potential to fall.
4. Take cover. Drop under a heavy desk or table. Hold onto the furniture.
5. If there are no tables or desks, brace yourself against an inside wall and cover your
head and neck with your arms.
6. If in a wheelchair, lock wheels and duck as low as possible. Use anything to protect
your head and neck.
7. Wait for the shaking to stop. Count to 60 to allow debris to finish falling.
8. Evacuate the building if there is major structural damage or fire hazard.
9. Prepare for aftershocks.
If you are outside
1. Move away from buildings, trees and powerlines.
2. Do not enter buildings.
If you are driving
1. Pull over. Leave the road clear for emergency vehicles and stay in your vehicle.
2. Do not stop on or under a bridge or overpass, or under powerlines.

10 UBC EMERGENCY PROCEDURES
LOCKDOWNS
Upon Alert to Lockdown:

If you are in a classroom, room or office, stay there, secure the door and windows and await further instructions
or escort from emergency personnel.
t *GUIFEPPSEPFTOPUMPDL DPOTJEFSCBSSJDBEJOHUIFEPPSXJUIUBCMFTBOEDIBJST
t *GZPVBSFJOBDPSSJEPSHPJOUPUIFDMPTFTUPDFOPUBMSFBEZTFDVSFEBOEMPDLPSCBSSJDBEFUIFEPPSBOE
windows.
t $MPTFDVSUBJOTPSCMJOETXIFSFQPTTJCMF
t 4UBZBXBZGSPNXJOEPXTBOEEPPST
t 4UBZMPXBOERVJFU
t $FMMQIPOFTTIPVMECFQVUPORVJFUPSWJCSBUFNPEF%POPUNBLFOPOFTTFOUJBMDBMMT
Actions to Avoid:
t %POPUPQFOUIFEPPSPODFJUIBTCFFOTFDVSFEVOUJMZPVBSFPDJBMMZBEWJTFEBMMDMFBSPSBSFDFSUBJOJUJT
emergency response personnel at the door.
t %POPUVTFPSIJEFJOUIFXBTISPPNT
t %POPUUSBWFMEPXOMPOHDPSSJEPST
t %POPUBTTFNCMFJOMBSHFPQFOBSFBT FHDBGFUFSJBT
t %POPUDBMMVOMFTTZPVIBWFJNNFEJBUFDPODFSOGPSZPVSTBGFUZ UIFTBGFUZPGPUIFST PSGFFMZPVIBWF

critical information that will assist emergency personnel in the response.
Considerations:
t 'PMMPXJOTUSVDUJPOTGSPNFNFSHFODZQFSTPOOFMPOMZ
t %VSJOHBMPDLEPXO JGUIFmSFBMBSNJTBDUJWBUFE SFNBJOXIFSFZPVBSFBOEBXBJUGVSUIFSJOTUSVDUJPOTPWFS
a PA or portable loudspeaker.
t *GQPTTJCMF NPOJUPSXXXVCDDBGPSVQEBUFT.FEJBSFQPSUTNBZCFVOSFMJBCMF
t 'PSUIFJSPXOTBGFUZ FNFSHFODZQFSTPOOFMNVTUDPOTJEFSBMMJOEJWJEVBMTBTQPUFOUJBMUISFBUT*UJT
important to follow instructions from police at all times to avoid harm and ensure the best possible
response.
Following the Lockdown:

t $PPQFSBUFXJUIFNFSHFODZQFSTPOOFMUPBTTJTUJOBOPSEFSMZFWBDVBUJPO
t 1SPDFFEUPUIFEFTJHOBUFEBTTFNCMZBSFBJGBEWJTFE
t 5IFQPMJDFNBZSFRVJSFJOEJWJEVBMTUPSFNBJOBWBJMBCMFGPSRVFTUJPOJOHGPMMPXJOHBMPDLEPXO
t 6OJWFSTJUZTUBNBZCFQSFTFOUBTZPVFYJUUIFCVJMEJOHUPQSPWJEFBEEJUJPOBMJOGPSNBUJPO

ENVIRONMENTAL PROGRAMS 11
www.hse.ubc.ca
Health, Safety and Environment

The mission of the Department of Health, Safety and Environment is to integrate a safe, healthy and
environmentally responsible culture into the working and learning experience at the University of British
Columbia. Critical services we provide to the UBC community are:
Service Contact Number

Health
Managing the post-injury administrative claims Claims Assistant 604-822-8759
procedure involving WorkSafeBC
Accident investigations and reporting HSE Associate 604-822-6098
Early return to productive work of injured and ill workers Team Leader 604-822-3162
Coordination of access to the Income Claims Assistant 604-822-3162
Replacement Plan (IRP)
Safety
Safety program development and implementation Associate Director 604-822-5909
Biosafety program - research approval and oversight HSE Senior Advisor 604-822-7596
Diving safety - research approval and oversight Diving Safety Officer 604-822-0864
Radiation safety program - research approval HSE Advisor (Radiation 604-822-7052
and oversight Safety)
Environment
Environmental programs and hazardous waste HSE Advisor 604-822-9280
management (Environment)
Emergency preparedness and continuity planning HSE Advisor 604-822-2643
(Business Continuity &
Emergency Planning)
Assistance with indoor air quality issues HSE Associate 604-822-6098
If you would like further information on these and other services HSE provides, please see other Health,
Safety and Environment listings in this directory, contact our main office or visit our website.
Main office 604-822-2029
Web site www.hse.ubc.ca
For HSE services at UBC Okanagan please go to www.ubc.ca/okanagan/hse

12 PERSONAL SECURITY AND CAMPUS SAFETY
www.security.ubc.ca
2133 East Mall, Vancouver, BC V6T 1Z4 (next to the Bookstore)
Working with you to create a safer campus community.

Everyone has the right to live, work and study in safety and we all share in the responsibility to make this possible
EMERGENCY NUMBERS
Resource Emergency Non-Emergency
RCMP (2990 Westbrook Mall) 911 604-224-1322
Campus Security (2133 East Mall) 604 822-2222 604-822-8609
Vancouver Fire Rescue 911 604-665-6000
BC Ambulance 911 604-872-5151
First Aid 604 822-4444 604-822-4444
* Important information *
If you are calling 911 from a cell phone, you need to let the E-Comm operator know that you are
at UBC and the address of the building you are located in. (911 calls are received at a call centre
downtown they will not be familiar with the building names on campus)
ADDITIONAL SAFETY RESOURCES

Campus Blue Light Phones:
NOT JUST FOR EMERGENCIES. Blue Light Phones are at various locations around campus. They provide
you with direct phone access to Campus Security 24 hrs a day. For safety concerns, assistance or
general information including directions, push the button once and Security will answer your call.
Safety phones are also located in most campus elevators. These will also direct you to Campus
Security.
Safewalk:
Why walk alone when you can call Safewalk? Safewalk is a foot patrol service that will accompany
anyone between points on campus - free of charge! Look for the bright red jackets and signs
around campus. Safewalk is a non-intervention service. For a walk, please call 604-822-5355
Campus Shuttles:
Campus Shuttles are provided by Translink. There is both a day and a night shuttle. For a schedule
and routes please go to www.trek.ubc.ca
Sexual Assault Support Centre:
SASC provides access to free and confidential sexual assault support services at UBC. SASC
provides information about your options and support your right to choose. If you choose, they
can also accompany you to the hospital, police and courts. SASC also provides one-to-one
counselling & community education and awareness sessions. SASC is a service of AMS. For more
information call 604-827-5180.
ADDITIONAL SAFETY SERVICE CONTACTS

Counselling Services 604-822-3811 AMS Safewalk 604-822-5355
Student Health Services 604-822-7011 AMS Safety Coordinator 604-822-9319
Equity 604-822-6353 AMS Speakeasy 604-822-3700
Sexual Assault Support Centre 604-827-5180 AMS Pride 604-822-4638
Employee Assistance Program 604-689-1717 AMS Advocate 604-822-9855
First Aid 604-822-4444 Gender Continuum/Womyns Centre 604-822-2163
Health, Safety & Environment 604-822-2029 AMS Colour Connected 604-822-1421
ADDITIONAL CAMPUS SECURITY SERVICES For more information on personal security issues or programs:
Central Lost & Found UBC Campus Security Web page: www.security.ubc.ca
Property Engraving Phone: 604-822-3509
Key Watch
Book Watch For UBC Okanagan
please go to www.ubc.ca/okanagan/hse
Free Jump Starts
WORKPLACE HAZARDOUS MATERIALS INFORMATION SYSTEM (WHMIS) 13
Hazard Symbol & Definition Associated Hazards Handling Information
Class A tBOFYQMPTJPOIB[BSECFDBVTFUIFHBTJTCFJOHIFME tEPOPUESPQDZMJOEFS

Compressed in a cylinder under pressure tLFFQDZMJOEFSBXBZGSPNQPUFOUJBMTPVSDFTPG
Gas tDPOUBJOFSDBOFYQMPEFJGIFBUFEJOBGJSF ignition
tDPOUBJOFSNBZFYQMPEFJGESPQQFE tTUPSFDPOUBJOFSTJOBEFTJHOBUFEBSFB
Class B tUIFNBUFSJBMCVSOT BOEIFODFQSFTFOUTBGJSFIB[BSE tLFFQBXBZGSPNIFBUTPVSDFTBOEPYJEJ[JOH

Combustible tNBZCVSOBUSFMBUJWFMZMPXUFNQFSBUVSFT materials
and flammables will ignite at lower temperatures than tOFWFSTNPLFJOWJDJOJUZ
combustibles tTUPSFJODPPM GJSFQSPPGBSFB BTEFTJHOBUFECZ
Flammable
tNBZCVSTUJOUPGMBNFTQPOUBOFPVTMZJOBJS PS supervisor
Material
release flammable gas on contact with water
tNBZDBVTFGJSFXIFOFYQPTFEUPIFBU TQBSLT
flames or friction
Class C tQPTFTGJSF=FYQMPTJPOSJTLJOQSFTFODFPG$MBTT# tLFFQBXBZGSPNGMBNNBCMFBOEDPNCVTUJCMF

Oxidizing materials materials
Material tNBZDBVTFGJSFJOQSFTFODFPGDPNCVTUJCMFNBUFSJBMT tTUPSFJOEFTJHOBUFEBSFB
such as wood tLFFQBXBZGSPNJHOJUJPOTPVSDFT
tNBZSFBDUWJPMFOUMZPSDBVTFFYQMPTJPOXIFO t/FWFSTNPLFJOWJDJOJUZ
contact with combustible materials such as fuels
tXFBSQSPQFSQSPUFDUJWFFRVJQNFOUTVDIBT
t.BZCVSOTLJOBOEFZFTVQPODPOUBDU eye, face, and hand protection, and protective
clothing
Class D 1 tQPUFOUJBMMZGBUBMTVCTUBODFT tIBOEMFXJUIFYUSFNFDBVUJPO

Poisonous & tNBZCFGBUBMPSDBVTFQFSNBOFOUEBNBHFJG tBWPJEDPOUBDUXJUITLJOPSFZFTXFBS
Infectious inhaled, swallowed or absorbed into body appropriate personal protective equipment
tNBZCVSOFZFTPSTLJOVQPODPOUBDU and clothing
materials;
tBWPJEJOIBMJOHXPSLJOXFMMWFOUJMBUFEBSFBBOE
Causing
or wear respiratory protection
immediate
tXBTIBOETIPXFSUIPSPVHIMZBGUFSVTF
and serious
tTUPSFJOEFTJHOBUFEBSFBTPOMZ
toxic effects
Class D 2 tOPUJNNFEJBUFMZEBOHFSPVTUPIFBMUI tBWPJEFZF TLJODPOUBDUCZVTJOHBQQSPQSJBUF

Causing tNBZDBVTFEFBUIPSQFSNBOFOUEBNBHFBTBSFTVMU personal protective equipment and clothing
Other of repeated exposures over time tBWPJEJOIBMJOHXPSLJOXFMMWFOUJMBUFEBSFBBOE
tNBZCFTLJOPSFZFJSSJUBOUPSTFOTJUJ[FS or wear respiratory protection
Toxic
tNBZDBVTFDBODFS tTUPSFJOEFTJHOBUFEBSFBT
Effects
tNBZDBVTFSFQSPEVDUJWFPSUFSBUPHFOJDFGGFDUT
Class D 3 tNBZDBVTFBTFSJPVTEJTFBTFSFTVMUJOHJOJMMOFTTPS tUBLFFWFSZQSFDBVUJPOUPBWPJEDPOUBNJOBUJPO

Biohazardous death tIBOEMFPOMZXIFOXFBSJOHOFDFTTBSZQSPUFDUJWF
and Infectious equipment
Materials tIBOEMFJOEFTJHOBUFEBSFBTPOMZXIFSF
appropriate engineering controls are in place
Class E tDBVTFTTFWFSFFZFBOETLJOJSSJUBUJPOVQPODPOUBDU tLFFQDPOUBJOFSTUJHIUMZDMPTFE

Corrosive tDBVTFTTFWFSFUJTTVFEBNBHFXJUIQSPMPOHFE tBWPJETLJOBOEFZFDPOUBDUCZXFBSJOHFZF GBDF
Material contact and hand protection and protective clothing
tNBZCFIBSNGVMJGJOIBMFE tBWPJEJOIBMJOHXPSLJOXFMMWFOUJMBUFEBSFBBOE
or wear respiratory protection
Class F tVOTUBCMFNBZSFBDUXJUIXBUFSUPSFMFBTFUPYJDPS tLFFQBXBZGSPNIFBU

Dangerously flammable gas tPQFODPOUBJOFSTDBSFGVMMZEPOPUESPQ
Reactive t.BZFYQMPEFBTBSFTVMUPGTIPDL GSJDUJPOPSJODSFBTF tTUPSFNBUFSJBMJOEFTJHOBUFEDPPM GMBNFQSPPG
in temperature area
Material
tNBZVOEFSHPWJHPSPVTQPMZNFSJ[BUJPO
Additional information about Workplace Hazardous Materials available at www.hse.ubc.ca/safety/chemicalsafety.html

14 TELEPHONE DIALING INFORMATION
voice.ubc.ca
UBC Dial 411 To reach the UBC campus directory assistance operator or
DIRECTORY check the online directory at www.directory.ubc.ca
ASSISTANCE Dial 604-822-2211 To reach directory assistance while off-campus
TELEPHONE Dial 611 To report a telephone trouble, give the operator the telephone
PROBLEMS number, set type, department, location, your name, and a
description of the problem.
Dial 604-822-2101 To report telephone trouble while off-campus
ON-CAMPUS Dial last 5 digits of For example: if number is 822-XXXX

CALLING number dial 2-XXXX
OFF-CAMPUS Dial 9 + 10 digit number

CALLING
WITHIN NORTH Dial 8 + 1 + area code + 7 digit number

AMERICA
OUTSIDE NORTH Dial 8 + 011 + country code + city routing code + local number.
AMERICA Refer to the Telus Directory for assistance
OPERATOR NORTH AMERICA

ASSISTED Dial 9 + 0 + area code + 7 digit number
CALLING INTERNATIONAL
Dial 9 + 01 + country code + city code + number
AUTHORIZATION Dial *55 + Authorization Code + 8 + 1 + the long distance numbers

CODE CALLING
800 NORTH AMERICA

CALLING Dial 9 + 1 + 8xx + 7 digit number
If this does not work

Dial 8 + 1 + 880, 881 or 882 + 7 digit number
(there will be a per minute charge for this service
TELUS Operator Dial 9 + 00 + 4636
Directory WITHIN BC
Assistance 8 + 1 + 411
WITHIN NORTH AMERICA
8 + 1 + area code + 555-1212
Check www.superpages.ca for per call charges
International 9 + 00 + 4636
Directory
Assistance
Conference 9 + 1 + 877 + 944-6338

Operator
UBC To sign up www.intercall.com/ubc

TELECONFERENCING For information 604-822-4771
SERVICES
IT Telestudios www.it.ubc.ca/telestudios.html
TELEPHONE SYSTEM SERVICES 15
voice.ubc.ca
UBC Information Technology (UBC IT) provides the University community with a full range of cost effective and
reliable voice communications services. Telephone service can be provided with a wide variety of options and
equipment tailored to your requirements. If you have any questions or would like to arrange a consultation,
call UBC IT at 604-822-2555 or visit voice.ubc.ca.
CONSULTATION Service advisors are available to assist you in determining individual or departmental
and needs and recommending the best combination of UBC Voice services to meet those
ASSISTANCE needs.
Examples of consulting services available include:
tJOUFHSBUFEBOTXFSJOHTZTUFNGPSRVFVJOHDBMMT QSPWJEJOHDBMMFSJOJUJBUFE
routing to the appropriate local or to a voice mailbox, message taking, paging,
after-hour announcements, etc.,
tDPOTVMUBUJPOPOJOUFSBDUJWFWPJDFSFTQPOTFTZTUFNT
tBEWJDFPOUIFNPTUFGGFDUJWFUFMFQIPOFIBOETFU
PAGERS A variety of pagers are available on day-to-day and long term arrangements.
DIRECTORY UBC Faculty and Administrative Directory entries are updates by departmental
LISTINGS administrators across campus. To find out who your departmental administrator is:
Email ubc-directory@it.ubc.ca
or
Refer to https://www.directory.ubc.ca/index.cfm?page=administrators.
White and Yellow page listing changes can be done at any time during the year by
your department administrator using the directory web page (directory.ubc.ca).
Changes will be included in the next printed directory.
See page 20 for more detailed information.
800 SERVICE UBC Voice Services can arrange for 800 Service which provides for pre-paid inward
calling.
TELUS Telus directories, both white and yellow, are delivered to campus by Telus directly.
DIRECTORIES If you require additional directories or your delivery is incorrect, please contact the
Telus directories delivery service at 1-877-987-8737.
For phone usage instructions, please visit us at www.voice.ubc.ca/instructions

16 UBC WASTE REDUCTION PROGRAM
www.recycle.ubc.ca
Tel: Fax:
604-822-3827 604-822-5209
E-mail: Address:
recycler@exchange.ubc.ca USB, 2329 West Mall, Zone 4
SERVICES ORGANICS
UBC has an in-vessel composting facility which
Recycling & Garbage Colllection
composts all of UBCs organic waste into a
Litter Removal CFOFmDJBMQSPEVDUUIBUJTVTFEPOUIFDBNQVT
landscape. We compost:
$POmEFOUJBM%PDVNFOU4ISFEEJOH
Raw and cooked fruits and veggies
Event Wast & Recycling Collection
Meat Dairy
Roll-off Bin Rental Grains Eggs
Compost Consulting Paper cups Paper plates
Other Waste Services Paper napkins and towels
(Construction & Demolition,
Metal, Wood Glass)
PAPER PRODUCTS
Waste Reduction Education
Photocopy or computer paper (any colour)
For more details see R Waste Fact Sheets at
Lined & unlined writing paper
www.recycle.ubc.ca/rwaste,html
Post-it notes Glossy paper
Envelopes (labels / windows ok)
CANS & BOTTLES
Glass bottles & jars Fax paper Magazines
Metal cans Tetrapaks Newspapers Phonebooks
Plastic bottles, jugs and containers marked Hardcover and paperback books
Flattened boxboard
1 to 5
* Its okay to leave staples and paper clips
ODDS & ENDS

Cardboard boxes: Flatten and stack neatly beside blue recycling cans.
Styrofoam chips: Bag in clear plastic bags and drop off at the depot located between the northeast
corner of the Bio Sciences Building and the west side of the Bookstore
Batteries: Call UBC Health, Safety and Environment (604-822-6306)
Toner Cartridges: Ask your distributor to take them back or arrange pickup with a toner recycling
company
Inkjet cartridges: Call 604-822-3827 for information on inkjet recycling pickup. For information on
Materials Recycling see R Waste Fact Sheets at www.recycle.ubc.ca/rwaste.html
GARBAGE
styrofoam containers broken glass carbon paper
pizza boxes food wrappers plastics #6 & #7
UNIVERSITIES AND COLLEGES OF CANADA 17
www.aved.gov.bc.ca
British Columbia
British Columbia Institute of Technology (BCIT) Burnaby V5G 3H2 604 434-5734
Camosun College Victoria V8P 5J2 250 370-3000
Capilano University North Vancouver V7J 3H5 604 986-1911
College of the Rockies Cranbrook V1C 5L7 250 489-8243
Columbia College Vancouver V6B 6S9 604 683-8360
Douglas College New Westminster V3L 5B2 604 527-5400
Emily Carr University of Art and Design Vancouver V6H 3R9 604-844-3800
Justice Institute of British Columbia New Westminster V3L 5T4 604 525-5422
Kwantlen Polytechnic University Surrey V3W 2M8 604 599-2100
Langara College Vancouver V5Y 2Z6 604 323-5511
New Caledonia, College of Prince George V2N 1P8 250 562-2131
Nicola Valley Institute of Technology Merritt V1K 1R1 250 378-3300
North Island College Courtenay V9N 8N6 250 334-5000
Northern Lights College Dawson Creek V1G 4G2 250 782-5251
Northwest Community College Terrace V8G 4X2 250 635-6511
Okanagan College Kelowna V1Y 4X8 250 762-5445
Vernon V1B 2N5 250 545-7291
Pacific Vocational College Burnaby V5A 3A8 604 421-5255
Royal Roads University Victoria V9B 5Y2 250 391-2511
Selkirk College Castlegar V1N 3J1 250 365-7292
Simon Fraser University Burnaby V5A 1S6 604 291-3111
Trinity Western University Langley V2Y 1Y1 604 888-7511
Thompson Rivers University Kamloops V2C 5N3 250 828-5000
University of British Columbia Vancouver V6T 1Z2 604 822-2211
University of the Fraser Valley Abbotsford V2S 7M8 604 504-7441
Chilliwack V2P 6T4 604 792-0025
University of Northern British Columbia Prince George V2N 4Z9 250 960-6300
University of Victoria Victoria V8W 2Y2 250 721-7211
Vancouver Community College Vancouver V5T 4V5 604 871-7000
Vancouver Island University Nanaimo V9R 5S5 250 753 3245
Vancouver School of Theology Vancouver V6T 1L4 604 822-9031
UBC Okanagan Kelowna V1V 1V7 250 807-8000
18 UNIVERSITIES AND COLLEGES OF CANADA
Alberta
Alberta, University of Edmonton T6G 2E1 780 492-3111
Athabasca University Athabasca T9S 3A3 780 675-6100
Calgary, University of Calgary T2N 1N4 403 220-5110
Lethbridge, University of Lethbridge T1K 3M4 403 320-5700
Saskatchewan
Campion College Regina S4S 0A2 306 586-4242
Luther College Regina S4S 0A2 306 585-5025
St Thomas More College Saskatoon S7N 0W6 306 966-8900
Regina, University of Regina S4S 0A2 306 585-4111
Saskatchewan, University of Saskatoon S7N 5A2 306 966-4343
Manitoba
Brandon University Brandon R7A 6A9 204 728-9520
Manitoba, University of Winnipeg R3T 2N2 204 474-8880
St Johns College Winnipeg R3T 2M5 204 474-8531
St Pauls College Winnipeg R3T 2M6 204 474-8575
Winnipeg, University of Winnipeg R3B 2E9 204 786-7811
Ontario
Algoma University College Sault Ste Marie P6A 2G4 705 949-2301
Brescia College London N6G 1H2 519 432-8353
Brock University St Catharines L2S 3A1 905 688-5550
Carleton University Ottawa K1S 5B6 613 520-7400
Guelph, University of Guelph N1G 2W1 519 824-4120
Huron College London N6G 1H3 519 438-7224
Kings College London N6A 2M3 519 433-3491
Lakehead University Thunder Bay P7B 5E1 807 343-8110
Laurentian University of Sudbury Sudbury P3E 2C6 705 675-1151
McMaster University Hamilton L8S 4L8 905 525-9140
Ontario Institute for Studies in Education Toronto M5S 1V6 416 923-6641
Ontario Veterinary College Guelph N1G 2W1 519 824-4120
Osgoode Hall Law School, York University Downsview M3J 1P3 416 736-5030
Ottawa, University of Ottawa K1N 6N5 613 562-5700
Queens University Kingston K7L 3N6 613 533-2000
Royal Military College of Canada Kingston K7K 7B4 613 541-6000
Ryerson University Toronto M5B 2K3 416 979-5000
St Jeromes College Waterloo N2L 3G3 519 884-8110
St Pauls University Ottawa K1S 1C4 613 236-1393
St Michaels College Toronto M5J 1J4 416 926-1300
Sudbury, Jesuit Fathers, University of Sudbury P3E 2C6 705 673-5661
Toronto, University of Toronto M5S 1A1 416 978-2011
Trent University Peterborough K9J 7B8 705 748-1011
Trinity College Toronto M5S 1H8 416 978-2522
Victoria University Toronto M5S 1K7 416 585-4508
Waterloo, University of Waterloo N2L 3G1 519 885-1211
Western Ontario, University of London N6A 5B8 519 661-2111
Wilfrid Laurier University Waterloo N2L 3C5 519 884-1970
Windsor, University of Windsor N9B 3P4 519 253-3000
York University Downsview M3J 1P3 416 736-2100
UNIVERSITIES AND COLLEGES OF CANADA 19
Quebec
Bishops University Lennoxville J1M 1Z7 819 822-9600
Concordia University Montreal H3G 1M8 514 848-2424
Laval University Quebec City G1K 7P4 418 656-2131
Marianopolis College Montreal H3H 1W1 514 931-8792
McGill University Montreal H3A 2T5 514 398-4455
Montral, Universit de Montreal H3C 3J7 514 343-6111
Qubec, Universit de Quebec City G1S 1X6 418 657-3551
Sherbrooke, Universit de Sherbrooke J1K 2R1 819 821-7000
New Brunswick
Moncton, University of Moncton E1A 3E9 506 858-4113
Mount Allison University Sackville E4L 1E0 506 364-2269
New Brunswick, University of Fredericton E3B 5A3 506 453-4666
St Thomas University Fredericton E3B 5G3 506 452-0640
Nova Scotia
Acadia University Wolfville B4P 2R6 902 542-2201
Atlantic School of Theology Halifax B3H 3B5 902 423-6939
Cape Breton, College of Sydney B1P 6L2 902 539-5300
Dalhousie University Halifax B3H 3J5 902 494-2211
Kings College Halifax B3H 2A1 902 422-1271
Mount Saint Vincent University Halifax B3M 2J6 902 457-6117
Nova Scotia Agricultural College Truro B2N 5E3 902 893-6722
Nova Scotia College of Art & Design Halifax B3J 3J6 902 444-9600
Sainte Anne, Universit Church Point B0W 1M0 902 769-2114
St Francis Xavier University Antigonish B2G 2W5 902 863-3300
Saint Marys University Halifax B3H 3C3 902 420-5400
Prince Edward Island

Prince Edward Island, University of Charlottetown C1A 4P3 902 628-4353
Newfoundland
Memorial University of Newfoundland St Johns A1C 5S7 709 737-8000
20 UPDATES TO THE UBC ON-LINE DIRECTORY
directory.ubc.ca
Instructions for Faculty and Staff

The UBC Faculty and Administrative Directory entries are available on-line at directory.ubc.ca. Updates to the
white and yellow pages can be done at anytime during the year by your department administrator. The list of
departments with their administrators contact information can be found at directory.ubc.ca. The list of directory
administrators can be found through the Add/Update your contact information link in the left margin. If your
department does not have a Directory Administrator, please contact ubc-directory@it.ubc.ca.
You can also do the following:
Update your entry
t 4FBSDIGPSZPVSOBNFBUEJSFDUPSZVCDDB"UUIFCPUUPNPGZPVSFOUSZDMJDLi3FRVFTUBOVQEBUF
to this information and complete the form. An email request will be sent to your department
administrator to make the changes.
Delete your entry
t 4FBSDIGPSZPVSOBNFBUEJSFDUPSZVCDDB"UUIFCPUUPNPGZPVSFOUSZDMJDLi3FRVFTUBOVQEBUF
to this information and complete the form and add a comment with your request and why
you want to be deleted from the directory. An email request will be sent to your department
administrator to the make the changes.
Add your entry
t $MJDLPOUIFi"EE6QEBUFZPVSDPOUBDUJOGPSNBUJPOwMJOLJOUIFMFGUNBSHJO1MFBTFDMJDLPO
complete list of Directory Administrators and contact the Directory Administrator for your
department. If your department does not have a Directory Administrator, please email ubc-
directory@it.ubc.ca with your request.
The department administrator will verify the information before making changes to the directory. You will
receive a copy of the request by email if you have an email address listed.
Instructions for Department Administrators

As a department administrator you will receive all emails that request additions or changes to the white and
yellow page listings for your department and it is your responsibility to ensure the information is correct and
make the appropriate changes to the on-line directory.
Listed below are the requirements for you to access the on-line directory white and yellow page listings for
your department.
t 5PBDDFTTUIFPOMJOFEJSFDUPSZHPUPEJSFDUPSZVCDDBBOEDMJDLPOUIFi%JSFDUPSZ"ENJOJTUSBUPST-PHJOw
button.
t :PVXJMMUIFOVTFZPVS$8-*%BOEQBTTXPSEUPMPHPO JGZPVBSFIBWJOHQSPCMFNTBDDFTTJOHZPVS
listings, contact UBC Directory Assistance at 604-822-2211, or email ubc-directory@it.ubc.ca).
t 'PSGBDVMUZBOEPSTUBGGUIBUIBWFNVMUJQMFBQQPJOUNFOUTUIFZNVTUCFMJTUFEPOMZPODFJOUIFXIJUF
pages. To ensure the listing are not duplicated for these appointments always do a search at directory.
ubc.ca. If there is an existing listing contact the administrator of that department by doing an update
the entry (see above under instructions for Faculty and Staff).
t 'PSNPSFEFUBJMFEJOTUSVDUJPOTQMFBTFMPHJOBTBO"ENJOJTUSBUPSBUEJSFDUPSZVCDDBBOEDIFDLUIF)FMQ
and Style Guide.
This on-line directory is used by the group that answers the calls for the main university number and the more
up-to-date the listings are the easier it is for callers to reach the appropriate person and/or department in a
timely manner.
GENERIC E-MAIL SERVICE INFORMATION 21
directory.ubc.ca
Generic email service information (firstname.lastname@ubc.ca)

To set-up a new generic firstname.lastname@ubc.ca email address please follow the steps outlined in the
previous page detailing how to add and update information in the UBC Online Directory.
At a minimum, one alias and one mailbox are required. Each entry is allowed up to three aliases and each
alias must be in the form firstname.lastname@ubc.ca. An example is shown below:
Alias Mailbox
john.doe
jon.doe jdoe@interchange.ubc.ca
jonn.doe
@ubc.ca will be added to the end of each alias. Send the request to your directory administrator by
completing the form or sending him/her an email. Once your administrator enters the information in the
directory, your aliases will begin to work within two hours. In the above example, any emails sent to john.
doe@ubc.ca or jon.doe@ubc.ca or jonn.doe@ubc.ca will be automatically forward to jdoe@interchange.
ubc.ca.
Note: The mailbox must be a valid, functioning mailbox. Otherwise any emails sent to the @ubc.ca alias(es)
will bounce back to the sender.
If you have any questions regarding your request, please contact your directory administrator directly. A
current list of directory administrators is available online at
www.directory.ubc.ca/index.cfm?page=administrators
22 OKANAGAN CAMPUS MAP
Okanagan
Campus
CAMPUS BUILDING DIRECTORY 23
SEE MAPS ON PAGES 28-30
2010
Campus Building Directory & Maps
Okanagan Facing Page
Vancouver Pages 24-32
24 CAMPUS BUILDING DIRECTORY
SEE MAPS ON PAGES 30, 31 & 32
99 Chairs/Trek Express 2015 Main Mall, V6T 1Z2 C3

Abdul Ladha Science Centre 2055 East Mall, V6T 1Z1 D4
Acadia Community Centre 2707 Tennis Crescent, V6T 2E5 G7
Acadia Faculty Row Housing 5501-5617 Presidents Row, V6T 1L5 F7
Acadia Family Housing Phase II - Unit 1 2500-2510 Melfa Lane, V6T 2C6 F7
Acadia Family Housing Phase II - Unit 5 5502-5508 Yalta Place, V6T 2C2 F7
Acadia Family Housing Phase II - Unit 8 2621-2635 Tennis Crescent, V6T 2C1 G7
Acadia Family Housing Phase II - Unit 11 2601-2609 Pearkes Lane, V6T 2C3 F6
Acadia Family Housing Phase II - Unit 12 5621-5649 Yalta Place, V6T 1L7 F7
Acadia Family Housing Phase II - Unit 13 2601-03 Yalta Place, V6T 1L7 F7
Acadia Family Housing Phase II - Unit 15 5600-5620 Montgomery Place, V6T 2C7 F7
Acadia Family Housing Phase II - Unit 17 2500 Pearkes Lane, V6T 2C3 G6
5630-5644 Montgomery Place, V6T 2C7 F7
Acadia Family Housing Phase II - Unit 18 2502-2508 Pearkes Lane, V6T 2C4 G6
Acadia Family Housing Phase II - Unit 19 2501-2527 Pearkes Lane, V6T 2C3 G6
Acadia Family Housing Phase II - Unit 25 5509 / 5601-5605 Montgomery Place, V6T 2C8 F7
Acadia Family Housing Phase III - Unit 1 2612-2618 Melfa Lane, V6T 2C6 F7
Acadia Family Housing Phase III - Unit 6 2637-39 Melfa Lane / Fairview Place, V6T 2C5 / 2E2 G7
Acadia Family Housing Phase III - Unit 7 2622-2644 Tennis Crescent, V6T 2E1 F7
Acadia Family Housing Phase III- Unit 8 2646-2664 Tennis Crescent, V6T 2E1 F7
Acadia Family Housing Phase III - Unit 9 2637-2655 Tennis Crescent, V6T 2C1 F7
Acadia Family Housing Phase III - Unit 10 2657-2663 Tennis Crescent, V6T 2C1 F7
Acadia House 2700-2720 Acadia Road, V6T 1R9 G7
Acadia Park Highrise 2725 Melfa Road, V6T 1N4 G7
Acadia Park Pre-school 2750 Acadia Park Lane, V6T 1X7 H7
Acadia Park Residence 2702-2780 Keremeos Court, V6T 1N5 G6
Ambulance Station 2333 Wesbrook Mall, V6T 1Z3 E5
Animal Care Centre - Administration Building 6199 South Campus Road, V6T 1W5 South Campus Map
Animal Science Buildings 3473 Wesbrook Mall, V6T 1W5 South Campus Map
Anthropology And Sociology Building 6303 North West Marine Drive, V6T 1Z1 A3
Aquatic Centre 6121 University Boulevard, V6T 1Z1 D5
Aquatic Ecosystem Research Labs (AERL) 2202 Main Mall, V6T 1Z4 E3
Arts One Building 6358 University Boulevard, V6T 1Z4 D3
Asian Centre 1871 West Mall, V6T 1Z2 B2
Audiology And Speech Sciences Classroom Trailer 5830 Fairview Avenue, V6T 1Z3 F6
Auditorium 6344 Memorial Road, V6T 1Z2 C3
Auditorium Annex Offices A, B 1924 West Mall, V6T 1Z2 C3
BC Binning Studios 6373 University Boulevard, V6T 1Z2 D3
Barn Coffee Shop 2323 Main Mall, V6T 1Z4 E3
Beaty Biodiversity Ctr. 2212 Main Mall (under contruction) E3/4
Belkin (Morris & Helen) Art Gallery 1825 Main Mall B3
Berwick Memorial Centre 2765 Osoyoos Crescent, V6T 1X7 G6
Biological Sciences Building 6270 University Boulevard, V6T 1Z4 D3
Biomedical Research Centre 2222 Health Sciences Mall, V6T 1Z3 E4
Biotechnology Laboratory (see Michael Smith Lab)
Bookstore 6200 University Boulevard, V6T 1Z4 D4
Botanical Garden Garden Pavilion 6804 South West Marine Drive (Access From), V6T 1Z4 J2
Botanical Gardens Greenhouse & Workshop 6088 South Campus Road, V6T 1W5 South Campus Map
Botanical Gardens Scholars Retreat 6380 Stadium Road, V6T 1Z4 H3
Botany Annex 6386 University Boulevard, V6T 1Z4 D3
Botany Greenhouses 6182 South Campus Road, V6T 1W5 South Campus Map
Brimacombe Building 2355 East Mall F4
Brock Hall 1874 East Mall, V6T 1Z1 C4
Buchanan Building Block A, B, C, D, E 1866 Main Mall, V6T 1Z1 B3
Buchanan Building Block B - Deans Office 1866 Main Mall, V6T 1Z1 C3
Buchanan Tower 1873 East Mall, V6T 1Z1 C4
C. K. Choi Building For The Institute Of Asian Research 1855 West Mall, V6T 1Z2 B2
Campus & Community Planning 2210 West Mall, V6T 1Z4 E3
Campus Security 2133 East Mall D4
Carey Hall 5920 Iona Drive, V6T 1J6 B6
Cecil Green Park Coach House 6323 Cecil Green Park Road, V6T 1Z1 A3
Cecil Green Park House 6251 Cecil Green Park Road, V6T 1Z1 A3
Ctr for Womens & Gender Relations 1896 East Mall, V6T 1Z1 C4
Chan Centre For The Performing Arts 6265 Crescent Road, V6T 1Z1 B4
Cheeze Factory Engineering Undergraduate Society 2335 Engineering Road, V6T 1Z4 F4
Chemical & Biological Engineering Building 2360 East Mall, V6T 1Z3 E4
Chemical Engineering Building 2216 Main Mall, V6T 1Z4 F4
Chemistry Building 2036 Main Mall, V6T 1Z1 D3
Chemistry Physics Building 6221 University Boulevard, V6T 1Z1 D4
Child Care Services - Building 1 5690 Osoyoos Crescent, V6T 2E6 H7
Child Care Services Administration Building 2881 Acadia Road, V6T 1S1 H7
Civil And Mechanical Engineering Building 6250 Applied Science Lane, V6T 1Z4 E4
Civil And Mechanical Engineering Laboratories 2275 East Mall, V6T 1Z4 E4
Civil And Mechanical Engineering Structures Lab 2246 Main Mall, V6T 1Z4 E4
Coal And Mineral Processing Laboratory 2332 West Mall, V6T 1Z4 E3
Continuing Studies Building 2121 West Mall, V6T 1Z4 D2
David Lam Learning Centre 6326 Agricultural Road, V6T 1Z2 C3
D.H. Copp Building 2146 Health Sciences Mall, V6T 1Z3 D5
David Lam Management Research Centre 2033 Main Mall, V6T 1Z2 C3
David Strangway Building 5950 University Blvd, V6T 1Z3 D5
Detwiller Pavilion 2255 Wesbrook Mall, V6T 2A1 E5
Donald Rix Building 2389 Health Sciences Mall, V6T 1Z3 F4
Dorothy Somerset Studios 6361 University Boulevard D3
Douglas Kenny Building 2136 West Mall, V6T 1Z4 D3
Earth And Ocean Sciences - Main & South 6339 Stores Road, V6T 1Z4 E3
Earth And Ocean Sciences - East 2219 Main Mall, V6T 1Z4 E3
Earthquake Engineering Research Facility 2235 East Mall, V6T 1Z4 E4
Empire Pool 6081 University Boulevard, V6T 1Z1 D5
Engineering High Head Room Laboratory 2225 East Mall, V6T 1Z4 E4
Environmental Services Facility 6025 Nurseries Road, V6T 1W5 South Campus Map
Environmental Services Facility - Incinerator 6025 Nurseries Road, V6T 1W5 South Campus Map
Faculty Of Law - Annex 1 6050 Walter Gage Road, V6T 1Z1 B5
Faculty Of Law - Annex 2 6020 Walter Gage Road, V6T 1Z1 B5
Faculty Staff Housing Phase 1 - A 6388 Hawthorn Lane, V6T 1Z4 G3
Faculty Staff Housing Phase 1 - B 6395 Hawthorn Lane, V6T 1Z4 G3
Faculty Staff Housing Phase 2 6385 Hawthorn Lane, V6T 1Z4 G3
Fairview Crescent Student Housing
Parking Lot 2600-2804 Fairview Crescent, V6T 2B9 F6
Unit 1 2706-2714 Fairview Crescent, V6T 2B9 F6

Unit 22 2643-2649A Fairview Crescent, V6T 2B9 F6
Feric - Forest Engineering Research Institute Of Canada 2601 East Mall, V6T 1Z4 H4
Fire Department 2992 Wesbrook Mall H6
First Nations Longhouse 1985 West Mall, V6T 1Z2 C2
Fisheries Centre AERL 2202 Main Mall, V6T 1Z4 E3
Flag Pole Plaza Main Mall & Crescent Rd B3
Food, Nutrition And Health Building 2205 East Mall, V6T 1Z4 E4
Forest Sciences Centre 2424 Main Mall, V6T 1Z4 F4
Forest Sciences Greenhouse 6186 South Campus Road, V6T 1W5 South Campus Map
Forintek Western Research Facility 2665 East Mall, V6T 1Z4 H4
Frank Forward Building 6350 Stores Road, V6T 1Z4 E3
Fraser River Parkade 6440 Memorial Road, V6T 1Z2 C2
Fraternity Village 2880 Wesbrook Mall, V6T 2J3 H6
Frederic Lasserre Building 6333 Memorial Road, V6T 1Z2 C3
Frederic Wood Theatre 6354 Crescent Road, V6T 1Z2 B3
Friedman Building 2177 Wesbrook Mall, V6T 1Z3 E5
Gage Residence 5959 Student Union Blvd C5
Gas Gun Facility 6301 Stadium Road, V6T 1Z4 H3
General Services Administration Building 2075 Wesbrook Mall, V6T 1Z1 D5
Geography Building 1984 West Mall, V6T 1Z2 C3
George Cunningham Building (Pharmaceutical Sciences) 2146 East Mall, V6T 1Z3 E4
George F. Curtis Building 1822 East Mall, V6T 1Z1 B4
Gerald McGavin Building 2386 East Mall, V6T 1Z3 F4
Graduate Student Centre (Thea Koerner House) 6371 Crescent Rd B3
Green College 6201 Cecil Green Park Road, V6T 1Z1 A4
Green College - Principals Residence - Building C 6205 Cecil Green Park Road, V6T 1Z1 A4
H. R. MacMillan Building 2357 Main Mall, V6T 1Z4 F3
Haida House 6393 North West Marine Drive, V6T 1Z2 A3
Hampton Place Lot 1 - Sandringham 5650 Hampton Place, V6T 2G5 J6
Hampton Place Lot 10 - Pemberley 5605 Hampton Place, V6T 2H2 J7
Hampton Place Lot 2 - West Hampstead 5760 Hampton Place, V6T 2G1 J6
Hampton Place Lot 3 - Thames Court 5880 Hampton Place, V6T 2E9 J6
Hampton Place Lot 4 - St. James 5835 Hampton Place, V6T 2G2 H6
Hampton Place Lot 5 - The Chatham 5775 Hampton Place, V6T 2G6 H6
Hampton Place Lot 6 - The Bristol 5735 Hampton Place, V6T 2G8 H6
Hampton Place Lot 7-1 - The Stratford 5657 Hampton Place, V6T 2H4 H7
Hampton Place Lot 7-2 - Wyndham Hall 5683 Hampton Place, V6T 2H3 H7
Hampton Place Lot 8 - The Regency 5639 Hampton Place, V6T 2H6 J7
Hampton Place Lot 9 - The Balmoral 5615 Hampton Place, V6T 2H1 J7
Health Sciences Parkade 2250 Health Sciences Mall, V6T 1Z3 E4
Hebb Building 2045 East Mall, V6T 1Z1 D4
Hennings Building 6224 Agricultural Road, V6T 1Z1 C4
Henry Angus Building 2053 Main Mall, V6T 1Z2 D3
Hillel House 6145 Student Union Boulevard, V6T 1Z1 C4

Horticulture Building 6394 Stores Road, V6T 1Z4 E2
Hugh Dempster Pavilion 6245 Agronomy Road, V6T 1Z4 F4
Inst. for Computing, Information and Cognitive Systems 2366 Main Mall, V6T 1Z4 F4
Instructional Resource Centre 2194 Health Sciences Mall, V6T 1Z3 E5
Instructional Resource Centre Lecture Theatre Addition 2194 Health Sciences Mall, V6T 1Z3 E5
International House 1783 West Mall, V6T 1Z2 B2
In-vessel Compost Facility Site 6035 Nurseries Road, V6T 1W5 South Campus Map
Irving K. Barber Learning Centre 1961 East Mall, V6T 1Z1 D4
J. B. Macdonald Building 2199 Wesbrook Mall, V6T 1Z3 E5
Jack Bell Building For The School Of Social Work 2080 West Mall, V6T 1Z2 D3
James Mather Building 5804 Fairview Avenue, V6T 1Z3 G6
Japanese Tea House - Nitobe Gardens 1903 West Mall, V6T 1Z2 C2
John Owen Pavilion
and Allan McGavin Sports Medicine Centre 3055 Wesbrook Mall, V6T 1Z3 H5
John Richard Allison Library 5800 University Blvd, V6T 2E4 E6
Kids Club 2855 Acadia Road, V6T 1S1 G7
Klinck (Leornard S.) Building 6356 Agricultural Rd C3
Koerner Gallery 6393 North West Marine Drive, V6T 1Z2 A3
Koerner Pavilion 2211 Wesbrook Mall, V6T 2B5 E5
Koerner (Walter C.) Library 1958 Main Mall C3
Korea House (in Place Vanier) 1935 Lower Mall C1
Labor Hut - South Campus 6116 Nurseries Road, V6T 1W5 South Campus Map
Ladner Clock Tower 1956 Main Mall, V6T 1Z1 C4
Ladha Science Student Centre 2055 East Mall D4
Landscape Architecture Annex 2371 Main Mall, V6T 1Z4 F3
Leon & Thea Koerner University Centre 6331 Crescent Rd B3
Library Processing Centre 2206 East Mall, V6T 1Z3 E4
Life Sciences Centre 2350 Health Sciences Mall, V6T 1Z3 F5
Liu Institute for Global Issues 6476 North West Marine Drive, V6T 1Z2 B2
Lower Mall Header House 2269 Lower Mall, V6T 1Z4 E2
Lower Mall Research Station 2259 Lower Mall, V6T 1Z4 E2
MacLeod Building 2356 Main Mall, V6T 1Z4 F3
MacMillan Annex A 6371 Agronomy Road, V6T 1Z4 F3
MacMillan Annex B 6363 Agronomy Road, V6T 1Z4 F3
MacMillan Annex E 6361 Agronomy Road, V6T 1Z4 F3
Main Library 1956 Main Mall, V6T 1Z1 C4
Main Substation 2446 Health Sciences Mall, V6T 1Z3 F4
Marine Drive Residences 2205 Lower Mall, V6T 1Z4 D2
Mary Bollert Hall 6253 North West Marine Drive, V6T 1Z1 A4
Math/Stats Resource Centre 6357 Agricultural Road, V6T 1Z2 C3
Mathematics Annex 1986 Mathematics Road, V6T 1Z2 C3
Mathematics Building 1984 Mathematics Road, V6T 1Z2 C3
Medical Sciences Block C 2176 Health Sciences Mall, V6T 1Z3 E4
Michael Smith Laboratories 2185 East Mall, V6T 1Z4 D4
Mortuary House 6393 North West Marine Drive, V6T 1Z2 A2
Museum Of Anthropology 6393 North West Marine Drive, V6T 1Z2 A3
Museum Of Anthropology Trailers 6421 North West Marine Drive, V6T 1Z2 A3
Music Building 6361 Memorial Road, V6T 1Z2 C3
Networks Of Centres Of Excellence 2125 East Mall, V6T 1Z4 D4
Neville Scarfe Building 2125 Main Mall, V6T 1Z4 D3
Norman MacKenzie House (Presidents Residence) 6565 North West Marine Drive, V6T 1A7 B2
North Parkade 6115 Student Union Boulevard, V6T 1Z1 C5
NRC Institute For Fuel Cell Innovation 4250 Wesbrook Mall, V6T 1W5 South Campus Map
Ocean Engineering Centre 3760 Wesbrook Mall, V6S 2L2 South Campus Map
Old Administration Building 6328 Memorial Road, V6T 1Z2 C3
Old Fire Hall 2038 West Mall, V6T 1Z2 D3
Orchard House 2336 West Mall, V6T 1Z4 E2
Panhellenic Sorority House 2770 Wesbrook Mall, V6T 2B7 G6
Paprican Building 3800 Wesbrook Mall, V6S 2L9 South Campus Map
Place Vanier - Tec De Monterrey 1935 Lower Mall, V6T 1Z2 C1
Place Vanier Residence 1935 Lower Mall, V6T 1X1 C1
Plant Operations Annex F 6381 Stores Road, V6T 1Z4 E2
Plant Operations Exterior Storage Shed 2214 Lower Mall, V6T 1Z4 E2
Plant Operations Nursery 6136 Nurseries Road, V6T 1W5 South Campus Map
Plant Science Field Building 6182 South Campus Road, V6T 1Z4 South Campus Map
Plant Science Field Station 2613 West Mall, V6T 1Z4 H2

Ponderosa Annex H 2074 Lower Mall, V6T 1Z2 D2
Ponderosa Centre 2071 West Mall, V6T 1Z2 D2
Ponderosa Office Annex A 2011 West Mall, V6T 1Z2 C2
Ponderosa Office Annex B 2029 West Mall, V6T 1Z2 D2
Ponderosa Office Annex C 2021 West Mall, V6T 1Z2 D2
Ponderosa Office Annex D 2014 Lower Mall, V6T 1Z2 D2
Ponderosa Office Annex E 2034 Lower Mall, V6T 1Z2 D2
Ponderosa Office Annex F 2008 Lower Mall, V6T 1Z2 D2
Ponderosa Office Annex G 2044 Lower Mall, V6T 1Z2 D2
Poultry Science - Administration And Laboratory 3455 Wesbrook Mall, V6T 1W5 South Campus Map
Poultry Science - Quail Unit 3455 Wesbrook Mall, V6T 1W5 South Campus Map
Power House 2040 West Mall, V6T 1Z2 D3
Promontory Tower 2688 West Mall, V6T 2J8 H3
Public Safety Building 2992 Wesbrook Mall, V6T 2B7 H6
Pulp And Paper Centre 2385 East Mall, V6T 1Z4 F4
Purdy Pavilion 2221 Wesbrook Mall, V6T 1Z9 E5
Refuse Compaction Site 6055 Nurseries Road, V6T 1W5 South Campus Map
Regent College 5800 University Blvd, V6T 2E4 E6
Regent College Bookstore 2130 Wesbrook Mall, V6T 2E4 E6
Research Station Annex 8 2279 Lower Mall, V6T 1Z4 E2
Ritsumeikan House 6460 Agronomy Road, V6T 1Z4 F2
Robert F. Osborne Centre 6108 Thunderbird Boulevard, V6T 1Z3 G4
Rodney Graham Millennium Sculpture Pavillion 1940 Main Mall, V6T 1Z1 C3
Rose Garden Parkade 6278 North West Marine Drive, V6T 1Z1 B3
Rugby Pavilion 2584 East Mall, V6T 1Z3 G4
Sedgewick Library 1958 Main Mall, V6T 1Z1 C3
Sherwood Building - Physiology Research 3473 Wesbrook Mall, V6T 1W5 South Campus Map
Sing Tao Building 6388 Crescent Road, V6T 1Z2 B3
Sopron House 2730 Acadia Road, V6T 1R9 G7
South Campus Substation - Switching Station 12kv 6075 Nurseries Road, V6T 1W5 South Campus Map
South Campus Telecommunication Hub Site 3425 Wesbrook Mall, V6T 1W5 South Campus Map
South Campus Warehouse 6116 Nurseries Road, V6T 1W5 South Campus Map
South Staff Office Block 6298 Biological Sciences Road, V6T 1Z4 E3
Spirit Park Apartments - 2705 2705 Osoyoos Crescent, V6T 1X7 G6
St. Andrews Hall 6040 Iona Drive, V6T 2E8 B5
St. Johns College Phase 1 2111 Lower Mall, V6T 1Z4 D2
St. Johns College Phase 2 & 3 6620 North West Marine Drive, V6T 1Z4 D2
St. Marks College 5935 Iona Drive, V6T 1J7 B6
St. Marks College Chapel 5935 Iona Drive, V6T 1Z1 B6
Staff and Faculty Housing (Lot 4 - Hawthorn Place) 6309 Larkin Drive, V6T 1Z4 G3
Stores Road Annex 6368 Stores Road, V6T 1Z4 E3
Student Recreation Centre 6000 Student Union Boulevard, V6T 1Z1 C5
Student Union Building (Sub) 6138 Student Union Boulevard, V6T 1Z1 C4
Technology Enterprise Facility 6190 Agronomy Road, V6T 1Z3 F4
Temporary Classroom Trailers - VST 6091 Iona Drive, V6T 1Z1 B5
The Brimacombe Building 2355 East Mall, V6T 1Z4 F4
The Fred Kaiser Building 2332 Main Mall, V6T 1Z4 E3
The Leon and Thea Koerner University Centre 6331 Crescent Road, V6T 1Z1 B3
The Leonard S. Klinck Building 6356 Agricultural Road, V6T 1Z2 C3
The Lookout Gallery 5800 University Blvd, V6T 2E4 E6
Thea Koerner House 6371 Crescent Road, V6T 1Z2 B3
Thunderbird Residence 6335 Thunderbird Crescent, V6T 1Z4 F3-4
Thunderbird Stadium 6288 Stadium Road, V6T 1Z4 J3
Thunderbird Winter Sports Centre 6066 Thunderbird Boulevard, V6T 1Z3 G5
Totem Park Residence 2525 West Mall, V6T 1W9 F2
Totem Pole Shed 2373 Lower Mall, V6T 1Z4 F2
Triumf 4004 Wesbrook Mall, V6T 2A3 South Campus Map
UBC Tennis Centre 6160 Thunderbird Boulevard, V6T 1Z3 G4
University Services Building 2329 West Mall, V6T 1Z4 E2
Vancouver School Of Theology
Chancellor Building - Chapel Of Epiphany 6030 Chancellor Boulevard, V6T 1Z1 B5
Columbian House 6020 Iona Drive, V6T 1Z1 B5
Iona Building 6000 Iona Drive, V6T 1Z4 B5
Principals Residence 6010 Iona Drive, V6T 1Z1 B5

Staff Residence 6006/6010 Chancellor Boulevard, V6T 1Z1 B5
Vanier Korea House 1935 Lower Mall, V6T 1Z2 C1
Vanier Pump Station 1935 Lower Mall, V6T 1Z2 C1
VST Student Housing 6015 Walter Gage Road, V6T 1Z1 B5
War Memorial Gymnasium 6081 University Boulevard, V6T 1Z1 D5
Wesbrook Annex - Animal Care Unit 6174 University Boulevard, V6T 1Z3 D4
Wesbrook Building 6174 University Boulevard, V6T 1Z3 D4
Wesbrook Place 2250 Wesbrook Mall, V6T 1W6 South Campus Map
West Mall Annex 1933 West Mall, V6T 1Z2 C2
West Mall Swing Space Building 2175 West Mall, V6T 1Z4 D2
West Parkade 2140 Lower Mall, V6T 1Z4 D2
Wood Products Laboratory 2324 West Mall, V6T 1Z4 E3
Woodward Biomedical Library 2198 Health Sciences Mall, V6T 1Z3 E4
30 CAMPUS MAP
1 2 3 4 5 6 7
A A
B B
C C
D D
E E
E E
F F
G G
H H
CAMPUS MAP 31
J J
1 2 3 4 5 6 7
32 SOUTH CAMPUS MAP
South
Campus
Map
rev September, 2009
Campus and Community Planning
www.planning.ubc.ca
Note
Local traffic only
along Wesbrook Mall
on South Campus
Need help finding your way on campus?

Call Campus and Community Planning
Map Info Line at 604-827-5040.
Or use the online searchable colour map at
www.maps.ubc.ca
VANCOUVER DISTRICT SCHOOL YEAR CALENDAR 2017-18
Legend: S - Statutory Holiday V - Ministry Vacation D - Days not in session N - Non-Instructional Day A - Administrative Day
1st Week 2nd Week 3rd Week 4th Week 5th Week
Month M T W T F M T W T F M T W T F M T W T F M T W T F
3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31
July
S V V V V V V V V V V V V V V V V V V V V
1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31
August
V V V V S V V V V V V V V V V V V V V V V V V
1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22* 25 26 27 28 29
September
V S 0 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2
2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31
October
1 2 1 2 1 S 2 1 2 1 2 1 2 1 0 2 1 2 1 2 1 2
1 2 3 6 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30
November
1 2 1 2 1 2 1 0 S 2 1 2 1 2 1 2 1 2 1 2 1 2
1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29
December
0 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 S S V V V
1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31
January
S V V V V 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 0 1 2
1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28
February
1 2 1 2 1 2 1 S 2 1 2 1 0 2 1 2 1 2 1 2
1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30
March
1 2 1 2 1 2 1 2 1 2 1 2 V V V V V D D D D S
2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27* 30
April
S 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2
1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31
May
1 2 1 2 1 2 1 2 1 2 1 2 1 D S 2 1 2 1 2 1 2 1
1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29
June
2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 A
* September 22 and April 27 are flexible Professional Development Days and may vary from school to school
Tourism Vancouver Official Map Downtown Vancouver
1 To North Shore, Whistler, 2 3 4 5 6 7 8 Exclusive Discounts Tourism Vancouver
Horseshoe Bay Ferry Visitor Centre
Terminal & Pemberton Lighthouse Accommodation, Sightseeing, Adventure, 200 Burrard Street,
Attractions, Entertainment
S O N W AY
through Highway 99 Stanley Park Brockton at Canada Place Way
99 Bus Exchange Vancouver
Vancouver Point Legend Free Reservation & Information Services
Aquarium
Aquarium
EasyPark located at STA N LE Y ST
Rose
Garden Stanley Park
Stanley Park
Brockton Totem
Nine
Tourism Vancouver Visitor Centre Swimming Pool
Hours of Operation:
AVI
all parking areas in Oval Poles 8:30am to 6:00pm Daily
A
Stanley Park PA R K AN
LE
Y
Malkin
Bowl
Horse Dawn
Tours
Tours
Dawn OClock
Gun Shopping Areas Cruise Ship Terminal
A tourismvancouver.com
Located inside the Tourism Vancouver Visitor Centre
Hospital Seabus
PA
Hallelujah
RK
Point Police Helijet
CA
Ferguson
US
Point
SkyTrain Station / Bus Exchange Harbour Flight Centre Downtown Vancouver Index
E WAY
Vancouver
Rowing Club
Lost HMCS Seaside Greenway (Seawall) Aquabus Ferry
Lagoon Royal Vancouver Discovery ACCOMMODATIONS
Second
Pitch Yacht Club One way streets False Creek Ferry
Beach 1A Deadmans Hotels Hostels
N
& Putt Island EasyPark Parking Boat Charters 1 Auberge Vancouver Hotel C5 71 C & N Backpackers Hostel E7
Devonian Harbour
Harbour
W Cruises
G Harbour 2 Barclay Hotel C4 72 Hostelling International-
Tennis Tennis E O Park & Events
& Events
Courts RG 3 Best Western Plus Chateau Granville Vancouver Central E4
Courts E
DRIV IA
B LAGO
ON
79 S T COA L B Hotel & Suites & Conference Centre
4 Best Western Plus Downtown Vancouver
E4
E4
73 Hostelling International -
Vancouver Downtown E3
81 H A R BO U R 5 Best Western Plus Sands Hotel C2 74 SameSun Backpacker Lodges -
E
82
N
ST
LA
6 Blue Horizon Hotel C4 Vancouver E4

CO
61
RK
75 St. Clair Hotel D5

IL
7 The Buchan Hotel B3

PA
CH
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7 80
BURRARD 8 Budget Inn Patricia Hotel D8
ST
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Harbour Flight Vancouver
L
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9 The Burrard E4
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FlyOver
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W
ST
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66 Park Centre 10 Carmana Plaza C4
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Canada 76 910 Beach Apartment Hotel E3
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Bike Rentals HA CO 11 Century Plaza Hotel & Spa D4 77 Accommodations by Pillow Suites H6
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ST RD Olympic West
EN
W ING OV 12 Coast Coal Harbour Hotel C5

PE S S Cauldron Building Canada Place
Canada Place 78 The Landis Hotel & Suites E4
T 12 A S T
D
ND
ER 13 Coast Plaza Hotel & Suites C3
57 37 13 46 ST East 79 Lord Stanley Suites on the Park B3
44 Building 14 Comfort Inn Downtown E4
M
English Bay 80 Robson Suites B3
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G 34 D A 39
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64
CA
N WA Terminal
R
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51 TE
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Same-Day, Half-Price Alexandra S ST RF 19 Executive Hotel Vintage Park E4
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AD CRAB Park West 20 The Fairmont Hotel Vancouver D5
The BC Sports Hall of Fame and Museum E6
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Christ Church of Northwest
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RO BSO N
ST U N LA 21 Fairmont Pacific Rim C5
N
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ST
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B SO ST 16 Steam Clock 22 The Fairmont Waterfront C6
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RV
CO ST 69 20 35 Granville 23 Four Seasons Hotel Vancouver D5

JE
48 Christ Church Cathedral D5
COLUMB I A ST
W
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GA STOW N 24 The Georgian Court Hotel E6
ST
PE 23 43
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X 56 Dr. Sun Yat-Sen Classical Chinese Garden E7
N Art Gallery
Art POWELL ST
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54 D U 75 25 Granville Island Hotel G4
N
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D
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Park S po ST 5 26 Greenbrier Suites Hotel C4
H E AT L E Y A V E
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E CO R D OVA ST
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OT T
ST Li
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ST
27 Hampton Inn & Suitesby Hilton
M
United Church Robson Vancouver ne
B H.R. McMillan Space Centre &
U
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W
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Printed by Met Fine Printers, U City Centre
IR
Square 8 Downtown Vancouver E5
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RN E HASTINGS ST Police
RL
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A Tourism Vancouver Community 53 Museum of Vancouver E2
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11
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A 50 Central
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6 Vancouver Downtown E4
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D
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D 55 Li Classical Chinese
Classical Chinese 29 Holiday Inn Vancouver Centre H5
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11 B S 62 Vancouver
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8 ne
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ST Science World British Columbia F7

H
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W
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Public Library Garden

CI
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73 EL 30 Howard Johnson Hotel E4
AC
O
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Maritime 9
FI
M N Stanley Park Horse Dawn Tours A4

H
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B
E
H
KEEFER ST
C
Museum CK 72 31 Hyatt Regency Vancouver C5

LL
ST Stadium
ST
AV
ST R ATH CO N A St. Andrews-Wesley United Church D4

ST
Dock EN 49
VI
D 36 Chinatown
32 LHermitage Hotel D5
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AV 14 Andy
N
ST 63 Vancouver Aquarium A4
U
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O
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28 74 33 The Listel Hotel C4
ST
47
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78 S T
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27 Rogers
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ST
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M
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Vancouver 45 BC
BC Sports Shrine
CH
4 UNION ST
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35 Metropolitan Hotel Vancouver D5
CA
H.R.
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19 Ca MILROSS AVE 38 Opus Hotel Vancouver F4

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Beach Park DG da I FI 39 Pan Pacific Vancouver C6 CULTURAL CENTRES

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B D Li
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N
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41 Quality Hotel The Inn at False Creek E4 1 Le Centre Culturel Francophone
RR
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BU Science World
Science World 42 Ramada Inn & Suites de Vancouver G3
E
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38 British Columbia
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PA
ID
Yaletown British
Granville Coopers' Dock Pacific Central Downtown Vancouver E4
R
CI
IC Roundhouse
B
CAMBIE BRIDGE
Park Bus and Rail

F
Island Docks 43 Ramada Limited Downtown Vancouver D6

ST
ST Station
The Village
E
Dock 44 Renaissance Vancouver SHOPPING CENTRES

LL
George Yaletown Main EStreet

David Lam
VI
Wainborn B Dock Expo

Science World Harbourside Hotel C5
N
Kayak Rentals 1 EA Park Line EVA

A
Park NS A 1 Harbour Centre D6

R
Public C VE 45 Residence Inn by Marriott

G
F H
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QUE
YORK AVE Market AV AT H L ET E S W AY nnium Downtown Vancouver E4 2 Pacific Centre D5
10 E Line
3 Royal Centre Mall C5
G R A NVI LLE
MA
68 TERM
BEC
Spyglass INAL 46 Riviera Boutique Suites C4
I N ST
W 1ST AVE Place Dock AVE
47 Rosedale on Robson Suite Hotel E5 4 Waterfront Centre C5
ISL A N D
ST
David Lam
EasyPark located at Park Dock W 1ST AVE 48 Rosewood Hotel Georgia D5
W 2ND AVE GRA
all parking areas in NDVIE
49 SandmanW VHotel
I A D U C TDowntown Vancouver E6
KIT SI L A N OW 3 R D A V E Granville Island
FA L S E Stamps
W 2ND AVE 50 Sandman Suites on Davie -
THEATRE & PERFORMING ARTS
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Ca
25 Landing Downtown Vancouver D3 1 Arts Club Theatre Company:

na
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99 AV W 3RD AVE 51 Shangri-La Hotel Vancouver C4 Granville Island Stage F3

L
W 4TH AVE ND
ine
2 52 Sheraton Vancouver Wall Centre Hotel D4 2 Arts Club Theatre Company:

ARBUTUS ST
Station & Highway 1

To Rocky Mountaineer
VINE ST
W
YEW ST
BURRARD ST
MAPLE ST
CYPRESS ST
53 Skwachays Healing Lodge D6

PINE ST
Stanley Alliance Industrial Stage H3

CAMBIE ST
W 4TH AVE
Charleson
54 St. Regis Hotel D5 3 Commodore Ballroom D5
CO LUMB I A ST
SO U TH Park
A LB E RTA ST
Olympic G R E AT N O RT H E R N W AY
YUKON ST
G Village W 5TH AVE G 55 Sunset Inn & Suites D3 4 Dance Centre E4

G R A NVI LLE W 6TH AVE
56 The Sutton Place Hotel
57 The Sylvia Hotel
D4
C2
5 The Firehall Arts Centre D7
BIRCH ST
W 7TH AVE W 6TH AVE Bike Rentals 6 Orpheum Theatre D5

British Columbia
To University of
1
ASH ST
E 6TH AVE 58 Vancouver Marriott Pinnacle Downtown C5 7 Pacific Theatre H3
BRUNSWICK ST
MAN ITOBA ST
W 7TH AVE
O NTA R I O ST
QUEBEC ST
S COT I A S T
W 8TH AVE W 7TH AVE 59 Victorian Hotel D6 8 Queen Elizabeth Theatre E6
ST GEORGE ST
MAIN ST
CAROLINA ST
60 Wedgewood Hotel & Spa D4
FRASER ST
W 8TH AVE 9 VanCity Theatre E4
(UBC)
GRANVILLE ST
H E M LO C K ST
W B ROA D WAY W 8TH AVE 61 The Westin Bayshore Vancouver B4 10 Vancouver TheatreSports League F3
ALDER ST
H E AT H E R S T
SPRUCE ST
LAUREL ST
29
OAK ST
W B ROA D WAY
W B ROA D WAY 62 Westin Grand Vancouver D5 11 Vogue Theatre E5
W B ROA D WAY
W 10TH AVE 40 63 YWCA Hotel E6
W 10TH AVE Broadway
M O U NT E B ROA D WAY
PRINCE ALBERT ST
City Hall W 10TH AVE
W 11TH AVE Bed & Breakfasts
2 Vancouver
PLE A SA NT 64 Barclay House Bed & Breakfast C4
FAI RVI E W
CAMBIE ST
General E 10TH AVE

H Vancouver
H
KI
W 11TH AVE
W 12TH AVE Hospital City Hall 65 Douglas Guest House H5
NG
7
E 11TH AVE 66 English Bay Inn C2
SW
W 12TH AVE
W 12TH AVE 67 The Manor Guest House Bed & Breakfast H6
AY
W 13TH AVE Every effort has been made to ensure that this map is current and accurate;
77
W 13TH AVE
65 67 E 12TH AVE 68 Mickeys Kits Beach Chalet F1 however, t he publisher accepts no liability for the consequences of mistakes
or errors in either representation or content. Printed in Canada on recyclable
To Vancouver International W 13TH AVE
Airport, Richmond, Steveston 69 O Canada House Bed & Breakfast D4 material. 2014. This product is based in part upon proprietary data of the City
of Vancouver, which is used with the permission of the City of Vancouver and
& Tsawwassen Ferry Terminal E 13TH AVE 70 West End Guest House C4 may not be reproduced without the permission of the City of Vancouver.
through Highway 99
1 2 3 4 5 6 7 8
VILLE ST
E 14TH AVE
W 16TH AVE Mount
W 16TH AVE Pleasant E 15TH AVE
Park
Tourism Vancouver Official Map Metro Vancouver
1 To Whistler, 2 3 4 5 6 7 8 Exclusive Discounts Tourism Vancouver
Squamish & Visitor Centre
Pemberton
Accommodation, Sightseeing, Adventure, 200 Burrard Street,
Attractions, Entertainment at Canada Place Way
99 Legend Free Reservation & Information Services
Hours of Operation:
Bowen Island and
Tourism Vancouver Visitor Centre SkyTrain Canada Line 8:30am to 6:00pm Daily
Sunshine Coast
LIONS Lynn Headwaters

A Ski Area SkyTrain Expo Line A
To Nanaimo,
Regional Park tourismvancouver.com

BAY Located inside the Tourism Vancouver Visitor Centre
Hospital SkyTrain Millennium Line
Cypress
Provincial Highway Westcoast Express
Park
Route Number Seabus Metro Vancouver Index
10
Trans Canada Highway B.C. Ferries ACCOMMODATIONS THEATRE & PERFORMING ARTS
B.C. Ferries Lower Seymour

N Customs Border Crossing
1
Vancouver
2400 Motel D3
1
2
Chan Centre for the Performing Arts
The Cultch (Vancouver East Cultural Centre)
D1
C3
Terminal WEST Conservation
Reserve
2 Conferences & Accommodation at UBC C1 3 Gateway Theatre F1
VANCOUVER 3
4
Corkscrew Inn
Days Inn Vancouver Metro
C2
D3
4 Norman Rothstein Theatre D2
B B
LO N S D A L E AV E
Mount Seymour 5 Granville House Bed & Breakfast D2
Provincial Park
HORSESHOE 1 9 RD 6 Holiday Inn Express Vancouver C3 PUBLIC TRANSIT
TAY LO R W AY
BAY MAR
IN L EY Indian 7 Hostelling International -
E
DR V AL For full schedules visit translink.ca or call 604.953.3333.
Lighthouse
NN
Arm Vancouver Jericho Beach C2
Park LY Lynn Northlands Super 8 Vancouver D3
Canyon Golf Course 8
CANADA LINE SKYTRAIN
To
Horseshoe
To Grouse Mtn
& Capilano Suspention
Bridge 18
21
NORTH Park A Waterfront I Marine Drive
Richmond/Vancouver Airport
Bay
VANCOUVER
RD
99 20 B Vancouver City Centre J Bridgeport

& Whistler 99
9 Delta Vancouver Airport Hotel F1
O
C Yaletown Roundhouse K Templeton

M A R I N E DR LA
N
19 11 M T S E YM O U R P K W Y
PI
CA
23 22
D O L LA RTO N
PORT 10 The Fairmont Vancouver Airport E2 D Olympic Village L Sea Island Centre
English HW DEEP 11 Hilton Vancouver Airport Hotel F1 E BroadwayCity Hall M YVR Airport
M ARINE DR Stanley Y MOODY
P E M B E RTO N AV E
Burrard COVE 12 La Quinta Inn Vancouver Airport F1 F King Edward N Aberdeen
CO A ST M E R I D I A N R D
Park
LIONS Bay SeaBus
IO
CO
D AV I D AV E G Oakridge41st Avenue O Lansdowne
IRONWORKERS
Inlet 13 Quality Hotel Airport (South) F1
C GATE to North MEMORIAL BRIDGE RD C H Langara49th Avenue P RichmondBrighouse
BRIDGE Vancouver B A R N ETT H W Y 14 Radisson Hotel Vancouver Airport F1
99 To North &
West Vancouver DOWNTOWN 5 2 West Coast Express 7A GUILDFORD WY
15 River Rock Casino Resort
EXPO LINE SKYTRAIN
F1
H A ST I N GS ST 6 16 Sheraton Vancouver Airport Hotel A Waterfront F1 K Metrotown
Simon Fraser
W
MA
RINE D
R POINT 4
2 University Golden Ears 17 Vancouver Airport Marriott B Burrard F1 L Royal Oak
7 GREY
NA NA IMO ST
Provincial Park
GA
VANCOUVER ST J O H N S C Granville Edmonds
N
3 M
RD
GL
7 PRAIRIE RD
CLA R K D R
A L M A ST
North Vancouver
2
COQUITLAM
AR
1 4 T H AV E 1 ST AV E D StadiumChinatown N 22nd Street
KE
99
DI
AR
7 18 Comfort Inn & Suites North Vancouver C2 E Main StreetScience World O New Westminster
B R O A D W AY LO
BURNABY CO M O LA K E
CL
UG
LO U G H E E D
3 10TH HE 19 Holiday Inn & SuitesNorth Vancouver C3 F CommercialBroadway P Columbia
N O RT H R D
1 University Of 1 2 T H AV E ED
DOMINION Q
HW G Nanaimo Scott Road
HARRIS RD
20 Lionsgate Travelodge C2
BOUNDARY RD
N E AV E S R D
6 British 25 Y Meadow MAPLE H 29th Avenue R Gateway
D U N B A R ST
PITT RIVER Gardens 21 North Vancouver Hotel B2

ARBUTUS
Columbia 99A
WILLINGDON
Queen
12 Millennium Line A U ST I N R D
Golf Course RIDGE I JoyceCollingwood S Surrey Central
B L U E M O U N TA I N
BRIDGE 22 Ocean Breeze Executive Bed & Breakfast C3 J
Elizabeth
SW 4 ur 7
PORT LO
UG Patterson T King George
B
MA Park na 24 23 Pinnacle Hotel at the Pier C3
D HE D
E A ST CO LU B I A
RIN 8 13 b y Lake
Strait of Georgia
E D
R 5
4 1 Deer
Lake COQUITLAM ED
HW
Y
1 3 2 N D AV E
Suburban Vancouver
MILLENNIUM LINE SKYTRAIN
4 1 ST AV E r A VCCClark I Lake City Way
ive
2 2 4 T H ST
2 3 2 N D ST
2 0 3 R D ST
R
VE 7B itt
PITT 24 Best Western Coquitlam Inn &
G R A N V I L L E ST
B CommercialBroadway J Production Way

K N I G H T ST
4 9 T H AV E A P
O A K ST
CA
TH
C A M I E ST
Convention Centre D5 C Renfrew University

10 MEADOWS
NA
PORT MANN
DA
Expo Line BRIDGE DEWDNEY TRUNK RD 25 Delta Burnaby Hotel & D Rupert K Lougheed Town
W
8 Conference Centre D4 E Gilmore Centre

AY
1 1 6 T H AV E
12
PATTULLO F Brentwood Town Centre L Braid

Vancouver L 26 Delta Town & Country Inn F3
YA
TH
MARINE DR BRIDGE
G Holdom M Sapperton
International Canada Line North Arm SE MARINE RO 27 Econo Lodge F5
ST
Frase DR
Airport r Ri H SperlingBurnaby
ver 28 Sheraton Vancouver Guildford Hotel E6
2 4 0 T H ST
Lake
28 GOLDEN EARS
NEW
To Mission
B R I D G E P O RT R D 1 0 4 T H AV E BRIDGE
10 WEST COAST EXPRESS
E WESTMINSTER E ATTRACTIONS & MUSEUMS A Waterfront E Pitt Meadows
91 RICHMOND FWY B Port Moody F Maple Meadows Way
9 6 T H AV E 9 6 T H AV E Vancouver C Coquitlam Central
9 6 T H AV E G Port Haney
TRAN Beaty Biodiversity Museum D1
S CA 1
RD
D Port Coquitlam H Mission
NADA
W E ST M I N ST E R H W Y HWY 2 Hastings Racecourse C3
ER
KING GEORGE HWY
OV
8 8 T H AV E 8 8 T H AV E 3 Nitobe Memorial Garden D1 Please note that station H is located east of Maple Ridge
GL
ALEX FRASER
1 3 2 N D ST
1 4 4 T H ST
1 5 2 N D ST
16
RICHMOND BRIDGE 1A 4 Old Hastings Mill Store Museum C2 and is not shown on the map.
& The Okanagan

Harrison Hot Springs
Hope (Hells Gate Airtram),
To Abbotsford, Aldergrove,
1 1 2 T H ST
iver FR
FORT 5 Pacific National Exhibition C3 Five Departures West / East Daily
G I L B E RT R D
ser R AS
Fra ER
N O. 2 R D
N O. 1 R D
UBC Botanical Garden &

N O. 3 R D
8 0 T H AV E 6
15 99
h
Ar
m HW
Y
8 0 T H AV E
LANGLEY Greenheart Canopy Walkway D1
9 ut SEABUS SCHEDULE
B R I D G E P O RT RD
So TR 7 UBC Museum of Anthropology C1
RD Monday to Saturday First Sail Last Sail
Airport Station VER AN
RI SC VanDusen Botanical Garden D2
S COTT R D
ST E V E N S O N H W Y 8 Departing Waterfront 6:16am 1:22am

14 99
14
15 SURREY 7 2 N D AV E
A NA
DA Departing Lonsdale Quay 6:02am 1:00am
F 1
27
HW
Y
F North Vancouver
12 STEVESTON GEORGE MASSEY Sundays and Holidays
TUNNEL 9 Capilano Suspension Bridge Park B2
N O. 3 R D
6 4 T H ST 6 4 T H AV E
26
DELTA 99A
LA N G L E Y BY PA SS
10
10 Grouse Mountain,
Departing Waterfront
Departing Lonsdale Quay
8:16am
8:02am
11:16pm
11:02pm
11 The Peak of Vancouver B3
91 10 5 8 T H ST LANGLEY
1 0 4 T H ST
13 16 17 10 5 6 T H AV E 5 6 T H AV E 11 Maplewood Farm C4
G I L B E RT R D
3 W E ST M I N ST E R H W Y
N O. 2 R D
BC FERRIES SAILINGS
Burnaby
To Vancouver WE CLOVERDALE 17 From Horseshoe Bay to: Journey Time
1 5 2 N D ST
ST
HA 4 8 T H AV E 10 LA D N E R T R U N K R D
99 12 Burnaby Art Gallery D4 Nanaimo 1 hour 40 minutes
M
IS FR
AS
13 Burnaby Village Museum & Carousel D4 Bowen Island 20 minutes
.R
D LADNER Boundary Bay
15 ER
HW
Langdale & Sunshine Coast
Departure Bay
40 minutes
1 hour 40 minutes
Richmond
7 2 N D ST
Airport Y
4 6 A ST
4 0 T H AV E
14 Gulf of Georgia Cannery
G 17
1A
G National Historic Site F2 From Tsawwassen to:
Duke Point 2 hours
15 International Buddhist Temple F2
2 1 6 T H ST
2 0 8 T H ST
1 8 4 T H ST
2 0 0 T H ST Swartz Bay 1 hour 35 minutes
2 4 8 T H ST
1 9 2 N D ST
1 6 8 T H ST
2 3 2 N D ST
1 7 6 T H ST
1 4 0 T H ST
Gulf Islands 1 to 3 hours

2 8 T H AV E 99 Langley
16 Fort Langley National Historic Site
MARINE DR
99A of Canada E8
2 4 T H AV E W I X AV E 2 4 T H AV E MOST USED NUMBERS
17 Greater Vancouver Zoo G8
TSAWWASSEN Boundary WHITE Emergency
Bay ROCK 1 6 T H AV E 1 6 T H AV E (Fire, Ambulance, Police) 911
BOU
S TAYT E R D
MARINE DR SHOPPING CENTRES Non-Emergency Police 604.717.3321

1 2 T H AV E
ND ARY B
B.C. Ferries White Rock City Information 311

Terminal Beach & Pier 1 Aberdeen Centre F1 Weather Report 604.664.9010
8 T H AV E
H AY RD Promenade H Drive B.C. Road Conditions 1.800.550.4997
Visitor Centre 604.683.2000
1 ST AV E
Point Roberts BRITISH COLUMBIA, CANADA Peace Arch Pacific

Border Crossing WASHINGTON, USA Border Crossing Border Crossing
To Victoria & Gulf
Islands (from B.C. To Seattle (USA) To Aldergrove
Ferries Terminal) and I5 Border Crossing
1 2 3 4 5 6 7 8
DRAFT NOTES
DTES LAPP COMMITTEE MEETING
JUNE 26, 2012 HELD 6:00 TO 8:30
SENIORS CENTRE MACLEAN PARK
ATTENDEES: Michael Clague (Co Chair), Ray Spaxman (Co Chair), Wendy Pedersen
(Co Chair), Herb Varley (Co Chair), Mona Woodward (Aboriginal Front Door
Society), Scott Clarke (ALIVE), Phoenix Winter ( CCAP), Dave Hamm (VANDU), Ann
Livingston (VANDU), Karen Ward (Gallery Gachet), Kevin Yake (WAHRS), Travey
Morrison (WAHRS), Tami Starlight (Resident at Large), Beth Malena ( Resident at
Large), Rob Morgan (Resident at Large), Victoria Rose Bull (Resident at Large), Jeff
Sommers (Resident at Large), Amanda Gibbs (Resident at Large), Hendrik Hoekema
(VUCCWA), Georges Mallan (VUCCWA), Joji Kumagai (Strathcona BIA), Wesley Regan
(Hastings Crossing BIA), Rika Uto (Powell Street Festival Society), Angeila Ellis
(Starthcona PAC)
Kevin McNaney, Abi Bond, Celine Mauboules, Penny Ballem, Tom Wanklin (City of
Vancouver)
1. OPENING AND INTRODUCTIONS
2. AGENDA
The draft agenda was accepted
3. MINUTES OF PREVIOUS MEETINGS: -

The minutes of the meetings held on April 28th, May 1st, May 29th and workshop held
on June 12th were accepted with the following amendments:-
Joji Kumagai attended on April 28th, 2012
Gena Thompson attended on June 12th, 2012
Agreed the minutes could be amended and posted onto the website.
4. REVIEW OF OUR HOMES WORKSHOP

Abi Bond distributed the notes of all the outcomes and input from each group. She
then presented the themes displayed in columns showing the matters generally
agreed to and a second column showing issues to be discussed in greater detail.
Discussions included the need for alternative revenue models (such as) enterprise
partnerships (PPP) in a hotel social enterprise and the need to clarify the availability
of incentives to Woodwards tenants.
AGREED:
a) The next steps would involve stakeholders and public engagement working
with an established housing provider to understand the practicalities and
financial implications of housing development (a learning lab
opportunity) preparation of a revised report on the basis of input from the
LAPP committee showing City of Vancouver comments.
6
DOC/2012/193378 DTES LAPP MEETING - MACLEAN PARK SENIORS CENTRE JUNE 26 2012 - DRAFT NOTES
b) Further discussion recommended that Urban Aboriginal needs also be
examined; the governance model/s around housing be investigated and
that issues affecting the housing service providers be examined.
c) It was also agreed the Development Subcommittee needs to look at the

green items for action right away and recommend to the LAPP
Committee a further working session on Our Homes to address the
blue items and achieve clearer understanding of definitions.
5. UPDATES
The progress achieved in the Work Plan was presented to the committee. A list of
forthcoming meetings and events was distributed, with a draft newsletter, an
updated financial expenditure report and supporting documents.
a) Development the co-chairs and members updated the committee on

progress achieved on the Development subcommittee.
The following actions were agreed:
The updates item would be placed on the agenda alternating from
the beginning to the end on a monthly basis;
A meeting with developers would be facilitated through UDI:
A presentation of the viaducts study would be arranged as soon as
possible: (additional developers to be added to list would include
Streetohome, BC Housing; Vancouver-Coastal Health and Concord.
b) Governance Matters
Ray introduced this item and gave an overview of the debate developing
between the LAPP committee and City regarding their roles and authority
to remove members. Karen O spoke to the contents of her letter
(circulated before the meeting) and emphasized that in her opinion the
Committee needs to be allowed to manage its affairs. The City Manager
explained the context and basis of her requirement for the committee to
maintain the credibility and reputation of the process at a highest possible
level and indicated willingness to receive and consider the
recommendations of the LAPP Committee.
AGREED:
The governance matter relating to membership be referred to the
Governance Subcommittee to review and recommend appropriate
actions to the full committee at its next meeting.
The members were updated on the process achieved by the Subcommittee

in addressing issues of Accountability, Representation, Safety, Decision
making and Urban Aboriginal issues. Outstanding issues relating to
management of the committee affairs were still outstanding (list
distributed o members) and the committee member were advised these
remaining issues would be resolved at the next subcommittee meeting.
AGREED:
6
The various agreed governance matters recommended by the Sub
Committee (see attached Interim Governance Synopsis) be accepted and
implemented.
c) Communications and Outreach

Karen Ward explained the role of the Sub Committee (including assistance
with preparing communications material, newsletters and outreach to
public and stakeholders). The various draft material was presented and the
newsletter distributed. A list of forthcoming events (where outreach could
be held) was discussed and members are to be requested to volunteer to
help at these. Members were reminded of the proposed integrating event
and the subcommittee is assisting with planning for this.
AGREED:
The list of possible outreach events would be circulated for members to
indicate their availability to volunteer their services. A key messages
document is to be prepared and circulated to all members.
6. NEXT STEPS
Minutes will be posted on the website
Stakeholder and public engagement would be organized on housing; a
living lab on development would be arranged; a revised report on our
homes would be circulated;
The Development Subcommittee will look at the green items and
recommend a working session to the LAPP committee to address the blue
items as soon as possible:
The housing issues affecting Urban Aboriginal Committees will be
investigated further;
Governance models and issues affecting Housing Service providers will be
investigated further;
A meeting with developers will be arranged through UDI as soon as
possible;
A presentation of the viaducts study will be arranged as soon as possible;
The governance subcommittee will review the membership authority issue
and recommend appropriate actions to the full committee;
The Governance Subcommittee will formulate accepted management
arrangement and report back to the full LAPP committee at the next
meeting.
7. DATE OF THE NEXT MEETING
Members were reminded that our Livelihoods workshop would be held on July 10,
2012 (6:00 to 8:30 at the Seniors Centre Caravan Room Maclean Park)
It was noted the next meeting would be held on July 24, 2012 (6:00 to 8:30 at the
Seniors Centre McLean Park).
6
Vancouver Community Developers Free, Low Cost and Community Meals in Vancouver 2013 May 2013
Membership/ registration/
Name Address Telephone Contact / Email Website Population Neighbourhood Cost Days and Times
other restrictions
DOWNTOWN
Boys R Us at Three Bridges 1292 Hornby St 604-714-3484 richard.o'donnell@vch.c Sex trade workers Downtown Free Tues/Wed/Thurs dinner 7 pm to 9 pm
Community Health Centre a (current and former)
only - male and
transgendered
Covenant House Community Support 575 Drake St 604-685-7474 dmacpherson@covena www.covenanthousebc.org Youths 16 - 24 Downtown Free Registration required through Mon/Tues/Wed/Thurs/ snacks 9:30 am to 12 pm; Fri
Services nthousebc.org intake services. Must verify age. snacks (Women only) 9:30 am to 12 pm; Tues and
Friday 9:30 am - 12 noon is for Wed snacks 2 pm to 5 pm; Mon and Fri dinner 3:30
women only pm to 5 pm
Directions Youth Service Centre - Dusk 900 Pacific Street 604-633-1472 www.fsgv.ca Youth 21 years and Downtown Free Registration required through Mon/Tues/Wed/Thurs/Fri/Sat/Sun dinner 8 pm
Til Dawn Program (Family Services of under who are street intake services (Meals only
Greater Vancouver) involved or in crisis available to clients of Directions
evening 4 pm to midnight program)
YouthCO AIDS Society 205-568 Seymour 604-688-1441 Jesse Brown www.youthco.org Youth ages 15-29 living Downtown Free Membership required (free). Intake Fri breakfast 8 am to 11 am; Tues lunch 12:30 pm;
St info@youthco.org with HIV or Hep C process. Doctor referral once monthly dinners for men and women (Wed) also
available
Christ Church Cathedral Sandwich 690 Burrard St 604-682-3848 office@cathedral.vanco www.cathedral.vancouver.bc.c Everyone welcome Downtown Free Closed July and August Mon, Tues and Fri coffee & sandwiches 10 am to 11
Project uver.bc.ca a am; Note: Wed and Thurs (from Thanksgiving to May):
soup & sandwiches 11:30 am to 12:15 pm
First Baptist Church Shelter 969 Burrard St 604-683-8441 brad@firstbc.org www.firstbc.org Everyone welcome Downtown Free No minors (they will be referred to Tues dinner 8:30 pm. Tickets distributed at 7:30 pm.
Directions or Covenant House) but Line-up begins at 5:30 pm. Wed breakfast (Sept to
OK if accompanied by an adult. June) for shelter participants at 6 am
Not allowed in building if drunk or
high (food will be given at the
door). Turned away if participant
has history of theft or violence or
threatens volunteers. Shelter open
Sept to June only. Meals available
year round
Continental Seniors Centre - 3rd Floor 1067 Seymour St 604-665-3333 Lisa Hardgrave www.vsms.ca Everyone welcome Downtown Under $4 ($2 for Membership required ($6 per year) Mon/Tues/Wed/Thurs/Fri/Sat/Sun breakfast 9 am to
Cafeteria lisah@vsms.ca breakfast, $2.75 for 10:30 am; Mon/Tues/Wed/Thurs/Fri/Sat/Sun lunch 12
lunch and $3.25 for pm to 1:30 pm; Mon/Tues/Wed/Thurs/Fri/Sat/Sun
dinner) dinner 4:30 pm to 5:30 pm
Listings of charitable and non-profit organizations only Additions and changes welcome
All sites are wheelchair accessible unless noted email: jazmin.miranda@vch.ca Page 1 of 14
other restrictions
DOWNTOWN
DOWNTOWN SOUTH
Coast Mental Health Resource Centre 9 604-683-3787 Neila www.coastmentalhealth.com Mental health 19+ Downtown South Breakfast $1 Membership required (free but Mon/Tues/Wed/Thurs/Fri/Sat breakfast 9 am to 10
Food Program Lunch $2 takes one week to process). To am; lunch 12 pm to 1 pm; sandwiches 3 pm to 3:30
Snacks Free become a member drop-in from 9 pm
am to 4:45 pm Mon-Fri for an
intake interview requires follow up
with a doctor
Vancouver Second Mile Society 1261 Granville St 604-688-6851 Michelle vsms.ca Residents of Granville Downtown South Free Must be a resident of Granville Tues before the income assistance cheque lunch 12
Neighbourhood Helpers at Granville Residence only Residence or a member ($6 per pm to 1:30 pm; Community kitchen 1 pm to 3 pm
Residence year)
Vancouver Second Mile Society 716 Smithe St 604-688-6851 Michelle vsms.ca Residents of the Downtown South Free Must be a resident of the Greshem Tues before the income assistance cheque comes
Neighbourhood Helpers at the Greshem only lunch 12 pm to 1:30 pm; Thurs Community kitchen 2
Greshem Hotel pm to 4 pm
Vancouver Second Mile Society 1067 Seymour St 604-688-6851 Michelle vsms.ca Residents of the New Downtown South Breakfast $2.50- Must be a resident of the New Mon/Tues/Wed/Thurs/Fri/Sat/Sun Breakfast 9 am to
Neighbourhood Helpers at the New Continental only $2.75; Lunch $2.75- Continental 10:30 am; Lunch 12 pm to 1:30 pm; Dinner 4:30pm to
Continental $3.50; Dinner $3.75 5:30 pm; Community kitchen Tues
Vancouver Second Mile Society 1390 Granville Street 604-688-6851 Michelle vsms.ca Residents of the Old Downtown South Free Must be a resident of the Old Community Kitchen Tues 10 am to 12 pm
Neighbourhood Helpers at the Old Continental only Continental
Continental
A Loving Spoonful 100-1300 Richards 604-682-6325 Alex Beyer alovingspoonful.org HIV/AIDS Downtown South Free Referral from medical practitioner
St alexb@alovingspoonful. required (letter should also indicate
org risk of malnutrition)
Vancouver Second Mile Society 1067 Seymour St 604-688-6851 Michelle vsms.ca Everyone welcome Downtown South Free Tues before income assistance cheque comes 2:30
Neighbourhood Helpers pm - soup on the corner of Seymour and Helmcken
Gathering Place Cafeteria 609 Helmcken St 604-665-2391 http://vancouver.ca/commsvcs Everyone welcome Downtown South Under $4 Closed once a month for meetings Mon/Tues/Wed/Thurs/Fri/Sat/Sun breakfast 10 am;
/gatheringplace/ (usually Wed on income lunch 12 pm; dinner 4 pm; closes 8 pm (Note that
assistance week) cafeteria is open from 10am-1:20pm and from 2:30pm-
5:25pm every day).
other restrictions
DOWNTOWN
DOWNTOWN EASTSIDE
Downtown Eastside Women's Centre 302 Columbia St 604-681-8480 Alice Kendall www.dewc.ca Women only (trans Downtown Eastside Free If attending evening groups - Mon/Tues/Wed/Thurs/Fri/Sat/Sun hot lunch 12:30 pm
ext 223 centre@dewc.ca inclusive; male children meals available to 1:45 pm; Tues/Thurs breakfast 10 am
welcome to age 12)
Living Room 528 Powell St 604-255-7026 Jessica Jessome lookoutemergencyaidsociety.c Mental health Downtown Eastside Free (membership Doctor's referral required for Mon/Tues/Wed/Thurs/Fri/Sat/Sun snacks (muffin) 11
a required) membership; Mental Health am; Mon/Tues/Wed/Thurs/Fri/Sat/Sun dinner 4 pm
Mandate
Potluck Caf Resident Meal Program 30 West Hastings 604-609-7368 Heather O'Hara www.potluckcatering.com Residents of the Downtown Eastside Free Must be a resident of the Portland Tues/Wed/Thurs/lunch 2 pm to 4 pm
St (Executive Director) Portland Hotel only Hotel
info@potluckcatering.co
m Doris
Chow
doris@potluckcatering.c
om
Union Gospel Mission - Women & 616 East Cordova 604-253-3323 Randy (Kitchen www.ugm.ca Women and their Downtown Eastside Free Mon/Tues/Thurs/Fri hot lunch 12:30 pm
Family Centre St Manager) children only
contact@ugm.ca
Vancouver Second Mile Society 509 East Hastings 604-254-2194 info@vsms.ca vsms.ca Seniors 50+ Downtown Eastside Under $2.50 Membership required ($5 per Mon/Tues/Wed/Thurs/Fri/Sat breakfast 8 am to 9:45
St year). Bring ID am; lunch 11:45 am
WISH Drop-in Centre 330 Alexander St 604-681-9244 Kate Gibson www.wish-vancouver.net Women sex trade Downtown Eastside Free Sun/Mon/Tues/Wed/Thurs/Fri dinner 6 pm to 8 pm
wishdropincentre@telus workers only, age 19+
.net
YWCA Crabtree Corner 533 East Hastings 604-216-1650 Nian www.ywcavan.org Women and children Downtown Eastside Free Membership required for breakfast Mon/Tues/Wed/Thurs/Fri breakfast 8:45 am to 9:45
St ncameron@ywcavan.or only (men under age 14 participants am; Mon/Tues/Thurs/Fri lunch 2 pm; Wed coffee,soup
g allowed) & snacks 10:30 am to 1 pm
Cityreach Care Society Club Freedom 2560 Slocan St 604-254-2489 Ken McElos www.cityreach.org Everyone welcome Downtown Eastside Free Sun lunch 12:30 pm. Food bank is open on Tuesday
evenings and Thursday mornings.
First United Church 320 East Hastings 604-681-8365 lori.gabrielson@firstunit ww.firstunited.ca Everyone welcome, Downtown Eastside Free Must arrive 10 minutes early for Mon-Sun breakfast: 8:30 am; Mon-Sun lunch: 12 pm
St ed.ca Lunch and/or Dinner tickets to 1 pm; Mon/Tues/Thurs/Fri/sat/Sun dinner: 6 pm and
Food on the Corner Society 222 Main St 604-943-0469 Rick Lewall www.foodonthecorner.org Everyone welcome Downtown Eastside Free Wed dinner 6:15pm (100 peopleSat
Soup/bread/coffee/sandwiches: max)
11 am
foodonthecorner@telus.
net
Gospel Mission (aka Carrall Street 331 Carrall St 604-328-3987 drewsnider@gospelmis www.gospelmission.net Everyone welcome Downtown Eastside Free Mon/Tues/Fri/Sat dinner 7 pm; Sun lunch 1 pm;
Church) (Pastor's cell) sion.net Coffee and treats 7 pm on Wed (Bible Study) and
Harbour Light- Salvation Army 119 East Cordova 604-646-6800 Thomas Chang www.harbourlightbc.com Everyone welcome Downtown Eastside Free Thurs (Movie Night)
Be aware that doors may close 15- Mon/Tues/Wed/Thurs/Fri lunch 11 am to 12pm;
St tchang@harbourlightbc. 20 mins. early if food runs out; Mon/Wed/Fri/Sat/Sun dinner 4:30 pm to 5:30 pm
com very busy. (Wed/Fri dinner not available during income
assistance week)
Life Skills Centre 412 East Cordova 604-678-8278 sarahc@phs.ca None Everyone welcome Downtown Eastside Free Membership photo IDs (10:30am- Daily services: Breakfast at 10:30am, Coffee &
St lifeskills@phs.ca 11am & 3:00pm-4:00pm) Snacks at 11:00am & 2:30pm, Hot Lunch at 12:00pm.
Living Waters Mission 782 East Hastings 604-251-2493 Gloria www.livingwatersmission.org Everyone welcome Downtown Eastside Free Sat 7 pm; Sun 11 am
gloriakieler@shaw.ca
other restrictions
DOWNTOWN
DOWNTOWN EASTSIDE (continued)
Mission Possible 543 Powell 604-253-4469 Krista or Ashley www.mission-possible.ca Everyone welcome Downtown Eastside Free Wed and Fri lunch 1 pm to 2 pm; Sat breakfast 9 am
ashley@mission- and 10 am (tickets available at 8:30 am)
possible.ca
krista@mission-
possible.ca
Mission Possible 543 Powell 604-253-4469 Krista or Ashley www.mission-possible.ca Co-op members Downtown Eastside Free (membership Co-op members must volunteer a Tues and Thur lunch :130 - 3:30 pm
ashley@mission- required) minimum number of hours monthly
possible.ca
krista@mission-
possible.ca
Potters Place Mission 21 East Hastings 604-688-2968 Deborah www.pottersplacemission.com Everyone welcome Downtown Eastside Free Mon/Tues/Wed/Thurs/Fri/Sat/Sun breakfast at 11 am;
Mon/Tues/Wed/Thurs/Sat/Sun dinner 9 pm (not Fri)
Salvation Army Church Soup Truck 222 Main Street (in 604-525-7311 Pastor Michael www.cariboohill.ca Everyone welcome Downtown Eastside Free Tues and Sun - Soup/sandwich/treats: 9:45 pm -11
(Cariboo Hill Temple) front of the mcollins@cariboohill.ca pm
Courthouse)
The Door is Open 373 East Cordova 604-669-0498 Julia; cfs@rcav.bc.ca www.thedoorisopen.ca Everyone welcome Downtown Eastside Free Wed breakfast and lunch are for Mon/Tues//Thurs/Fri/Sat/ lunch (soup and
women only sandwiches) 11 am; Wed breakfast 8:30 am for
women only; Wed lunch 11:30 am for women only;
Sun lunch 12 pm
The Dugout Drop In Centre 59 Powell St 604-685-5239 Barry (Manager) www.thedugoutvancouver.com Everyone welcome Downtown Eastside Free Mon/Tues/Wed/Thurs/Fri/Sat breakfast 7:15 - 7.45
the_dugout@hotmail.co am; Sun breakfast 8 am (for volunteers only).
m
Union Gospel Mission 601 East Hastings 604-253-3323 Randy (Kitchen www.ugm.ca Everyone welcome Downtown Eastside Free Mon/Tues/Wed/Thurs/Fri/Sat/Sun breakfast 6:30 am,
St Manager) Mon/Tues/Wed/Thurs/Fri/Sat/Sun lunch 2 pm to 3 pm,
contact@ugm.ca Mon/Tues/Wed/Thurs/Fri/Sat/Sun dinner 6:30 pm -
7:45 pm
Union Gospel Mission - Women & 616 East Cordova 604-253-3323 Barb Atkins www.ugm.ca Women and their Downtown Eastside Free Mon/Tues/Thurs/Fri hot lunch 12:30 pm
Family Centre St batkins@ugm.ca children only
Carnegie Centre 401 Main St 604-665-2220 Ethel Whitty There is currently no website, Everyone welcome Downtown Eastside Breakfast $2, Mon/Tues/Wed/Thurs/Fri/Sat/Sun breakfast 9 am;
ethel.whitty@vancouver but the webpage can be Lunch $2.25, Mon/Tues/Wed/Thurs/Fri/Sat/Sun lunch 12 pm;
.ca accessed through the city of Dinner $3.25. Mon/Tues/Wed/Thurs/Fri/Sat/Sun dinner 5 pm
Vancouver website Volunteers will get
free meal vouchers
in exchange for
chores
Evelyne Saller Centre 320 Alexander St 604-665-3075 Erika DiSalvo www.cln.vcn.bc.ca/ Everyone welcome Downtown Eastside $2 Mon/Tues/Wed/Thurs/Fri/Sat/Sun breakfast 10 am -
erika.disalvo@vancouv (children must be 12pm; Mon/Tues/Wed/Thurs/Fri/Sat/Sun lunch 11 am -
er.ca accompanied by an 2.50pm; Mon/Tues/Wed/Thurs/Fri/Sat/Sun dinner 3:30
adult) pm - 5:50pm (cafeteria style)
other restrictions
DOWNTOWN
GRANDVIEW-WOODLAND
Lions Den Recreation Centre Wheels to 770 Commercial 604-718-5848 Carolyn Innes seniors.vcn.bc.ca/dwelcome Seniors 55+ (Children Grandview-Woodland $6 Boundaries Nanaimo to Clark and Tues and Fri lunch 11 am to 2 pm
Meals Drive welcome when Waterfront to Broadway. 3days
accompanied by an notice and handidart number
adult) required if transportation is
required. Otherwise drop -in
First Christian Reformed Church 2670 Victoria Dr 604-872-2818 www.van1crc.org Everyone welcome Grandview-Woodland Free Wed dinner 6 pm
(child friendly)
New Beginnings Fellowship Baptist 1587 Frances St 604-873-2100 Joe Russell www.newbeginningsbaptistch Everyone welcome Grandview-Woodland A donation of $2 is Open Sept to mid-June Thursday dinner at 5pm
Church pastorjoe@telus.net urch.ca suggested, but not
required.
Grandview Calvary Babtist Church - 1803 East 1st 604-518-2676 Simeon Pang http://www.gcbchurch.ca/churc Everyone welcome Grandview-Woodland Choice between No drugs or alcohol on premises Every Thursday evening. Doors open at 5:30pm
Crossroad Community Meal Avenue hpresence/ paying $2 or (guests are invited to enjoy coffee/tea or participate in
participating in meal meal prep) but food is only served after 7:00pm.
preparation (or Come in through entrance on side of the church (close
other activities such to kitchen).
as playing the piano
at meal time) .
Vancouver East Vineyard Church - 1648 East 1st Ave Gordie Lagore www.vancouvereastsideviney Everyone welcome Grandview-Woodlands Free Tue 7 pm
Chili Wagon (Grandview Park) 604-255-4463 vev@telus.net ard.ca
The Kettle Friendship Society 1725 Venables St. 604-251-2801 info@thekettle.ca www.thekettle.ca Available to members Grandview-Woodland Clients can choose Proof of disability/addiction. Everyday at 11:30am.
who have provided to pay $1 for their
proof of their disability meal, or do a chore
Vancouver Aboriginal Friendship 1607 East (604) 251-4844 elders@vafcs.org www.vafcs.org or addiction
Elders only (ex. Grandview-Woodland instead.
Centre Society Hastings St.
Aboriginal Mother Centre 2019 Dundas St. 604-558-2627 Gloria www.aboriginalmothercentre.c Everyone welcome; Grandview-Woodland Free Register every Tuesday and Thursday at/before 9am.
gloria@aboriginalmothe a preference given to Food is ready to be picked up at approximately 4pm.
rcentre.ca clients of Aboriginal
Britannia Community Centre Seniors 1661 Napier St 604-718-5800 Jackson, Anne www.britanniacentre.org heritage.
Seniors 55+ Grandview-Woodland $4.00 Potluck - Free - Last Thursday of the month, 12 - 1pm
lunch anne.jackson@vancouv Lunch ($4) Every Thursday 12 - 1pm
er.ca
Britannia Community Centre 1661 Napier St 604-718-5800 Ian Marcuse www.britanniacentre.org Everyone welcome Grandview-Woodland Free with Saturdays. Requires registration
gwfcnetwork@gmail.co registration
m
Britannia Community Centre - Youth 1661 Napier St 604-718-5800 Anntuaneth Figueroa www.britanniacentre.org Youth Grandview-Woodland Free with Latin American Youth Dinner - Thursdays, 4:30 -
programs anntuaneth.figueroa@v registration 6:30pm Teen Centre Youth Dinner -
ancouver.ca Tuesdays, 4 -6pm
other restrictions
DOWNTOWN (continued)
GRANDVIEW-WOODLAND
Glad Tidings Church Grandview Park 3456 Fraser St. 604-873-3621 John Swain www.gtchurch.ca Everyone welcome Grandview-Woodland
Qmunity Food Bank 1897 Powell St. at 778-235-4593 Jeff Kirkey, www.vancouverdreamcentre. Everyone welcome. Free No ID, proof of income or address Every other Monday, 4pm-5pm.
Victoria Dr. (the littlepreacherman@gma ca Transgender/Queer proof necessary.
space is formally il.com www.saigecommunityfoodban population especially
callled "Artbank") k.com encouraged to take
advantage of this safe
space.
Quest Food Exchange 2020 Dundas 604-602-0186 info@questoutreach.org Everyone welcome Grandview-Woodland Low cost grocery
Street with referral
HASTINGS-SUNRISE
Hasting Community Centre Seniors 3096 East Hasting 604-718-6222 Paul (Program www.vancouver.ca/parks/cc/h Seniors 60+ who are Hastings-Sunrise $3 Membership required ($2 per 1st and 3rd Thurs of the month lunch 12 pm to 3 pm;
Wheels to Meals St Coordinator) astings/ residents of Hastings- year). Registration required one or 2nd and 4th Thurs of the month depending on
Sunrise week in advance number of weeks in the month (phone, visit in person
or on website to confirm)
Kiwassa Neighbourhood House Family 2425 Oxford St 604-254-5401 Stacy (Food www.kiwassa.ca Children who attend Hastings-Sunrise Free Meals only available from Sept to Mon/Tues/Wed/Thurs/Fri breakfast 8 am to 8:45 am
Breakfast Club Coordinator) schools in the Hastings- June. For the monthly brunch Monthly brunch (open to all) on Saturday at 12pm (call
Sunrise neighborhood ticket, register on the 1st of each reception for more details)
month by visiting the centre or
calling reception
Kiwassa Neighbourhood House 2425 Oxford St 604-254-5401 Gloria www.kiwassa.ca Seniors 55+ Hastings-Sunrise $4 Registration required on the Wed Fri lunch 12 pm to 2 pm
Seniors Hot Lunch Program gloriar@kiwassa.ca prior
Frog Hollow Neighbourhood House 2131 Renfrew St 604-251-1225 Eva www.froghollow.bc.ca One time bank for Hastings-Sunrise Free One time only. Only by referral
Emergency Food Bag eva@froghollow.bc.ca families in crisis (service provider; doctor)
other restrictions
DOWNTOWN
KENSINGTON -CEDAR COTTAGE
Cedar Cottage Neighbourhood House 4065 Victoria Drive 604-874-4231 Kelly Woods www.cedarcottage.org Aboriginal families who Kensington-Cedar Free Tues dinner 6 pm to 8 pm
Aboriginal Family Night kwoods@cedarcottage. live in East Vancouver Cottage
org
Donna Chang
dchang@cedarcottage.
org
Cedar Cottage Neighbourhood Supper 4065 Victoria Drive 604-874-4231 Kelly Woods www.cedarcottage.org Seniors 55+ who are Kensington-Cedar $4 Registration required one day in Wed dinner 4 pm to 6 pm
Club for Seniors kwoods@cedarcottage. residents of Kensington- Cottage advance
org Cedar Cottage
Glad Tidings Church 3456 Fraser St 604-873-3621 Donna Chang
Rev. Sandro www.gtchurch.ca Everyone welcome Kensington-Cedar Free Lunch after Sunday services, at 1:30 pm
DiSabbatino (child friendly) Cottage
Kensington Community Centre Seniors 5157 Dumfries St 604-718-6200 Brian Hooles www.vancouver.ca/parks/cc/k Seniors 55+ Kensington-Cedar $6 Membership recommended for 3rd Fri of the month lunch 11 am to 3 pm
Lunch Program ensington/index.htm Cottage ongiong participants ($3 per year).
Registration required one week in
advance
Trout Lake Community Centre 3350 Victoria Drive 604-257-6955 http://vancouver.ca/parks/cc/tr Kensington-Cedar $5 or free if bring a Membership required ($4 per Luncheon 12:30 pm to 1:30; Social Tues 12:15 pm to
outlake/index.htm Cottage potluck dish for year). Registration required call in 3 pm
Tues potlucks; $6 advance; phone, drop in or check
Salvation Army Food Bank for Families 3213 Fraser St 604-872-7676 Ayumi Shillitto www.salvationarmy.ca/britishc Families with children Kensington-Cedar for
Freemembers for Fri website for exactonly;
By appointment datesBring ID Mon to Fri 9 am to 3 pm.
olumbia 18 or under, living in Cottage
Vancouver and Burnaby
(Vancouver families
only during Christmas
season)
other restrictions
DOWNTOWN
KITSILANO
Jewish Family Services Agency - 305-1985 West 604-257-5151 Golirz www.jfsa.ca Everyone Kitsilano $11.50 Registration/order in advance; Pick up every second week.
Kosher Meal on Wheels Broadway Meals are frozen
Kitsilano Neighbourhood House 2229 Maple St ext 24 Taylor MacDougall www.kitshouse.org Seniors 55+ Kitsilano $3 Membership required ($5 per year) Tues lunch 11 am to 1 pm
Toonie Tuesday for Seniors at 604-736-3588 taylor@kitshouse.ca
Maplecrest Apartments
Maplecrest Apartments (hosted by 2229 Maple St 604-257-5151 Golriz www.jfsa.ca Residents of Kitsilano $5.50 Must be a resident of Maplecrest 1st Wednesday of the month, lunch 12 pm
Jewish Family Services Agency) Donna Cantor Maplecrest Apartments Apartments
only
MPA Society 1731 West 4 Av 604-738-1422 mdutton@mpa- www.mpa-society.org Mental health Kitsilano Under 50 cents Membership required with Mon/Tues/Wed/Thurs/Fri breakfast 10 am to 11:30
society.org verification of mental illness am; dinner 4 pm
Jewish Family Services Agency 305-1985 West 604-257-5151 S. Alexman www.jfsa.ca People who are Jewish, Kitsilano Free Mon/Tues/Wed/Thurs/ 8:30 am to 5 pm; Fri 8:30 am to
Emergency Food Cupboard Broadway salexman@jfsa.ca clients of the agency. 3:30 pm. (Friday schedule varies due to observation
of Shabbat; summer Fri 8:30 am to 4:30pm. Start time
always begins at 8:30.
Jewish Family Services Agency Food 6184 Ash St 604-257-5151 Annika Carlson www.jfsa.ca People who are Jewish, Kitsilano Free Registration required 1st and 3rd Thurs of the month
Bank at the Peretz Centre acarlsson@jfsa.ca clients of the agency.
Kitsilano Community Centre Breakfast 2690 Larch St 604-257-6976 Penny Rogers www.kitscc.com Everyone welcome Kitsilano Free Enter at seniors' entrance at 12th Sat breakfast 7:00 - 9:00 am with take-away lunch
and Shower Program 604-734-0225 pennylrogers@hotmail. and Larch St. No alcohol or drugs
(Penny) com allowed.
MARPOLE
Jewish Family Services Agency 7190 Oak St 604-257-5151 Golriz www.jfsa.ca Seniors 70+ Marpole $11 (subsidies Registration required one week in Tues lunch 12 pm to 2 pm
Vancouver Seniors Therapeutic Lunch qhamovich@jfsa.ca available) advance. Transportation provided
Club at Temple Shalom by volunteers
Marpole Place Neighbourhood House 1305 West 70 Av 604-266-5301 Tracey or Cindy marpoleplace.ca Seniors 55+ Marpole $7 Registration required 2 days in second Wed of the month, lunch 12 pm
advance
Marpole Place Neighbourhood House 1306 West 70 Av 604-266-5302 Tracey or Cindy marpoleplace.ca Marpole Breakfast $3.50; Drop in Thurs dinner 6 pm to 8:30; Fri breakfast 8:30 pm
Dinner $6
Marpole Place Friday Morning 1305 West 70 Av 604-266-5301 moacs@shaw.ca www.marpoleplace.ca Everyone welcome Marpole $3 and up Fri breakfast 8:30 am to 10 am
Breakfast
Marpole Place Thursday Night 1305 West 70 Av 604-266-5301 moacs@shaw.ca www.marpoleplace.ca Everyone welcome Marpole $6 Thurs dinner 6:30 pm
Community Meal
St Augustine's Anglican Church 8680 Hudson St 604-263-9212 st_augustine@shawbiz. www.staugustinesanglican.co Everyone welcome Marpole Free 1st and 3rd Wednesdays, 5:30 pm. No meal during
ca m July and August.
other restrictions
DOWNTOWN
MOUNT PLEASANT
Broadway Youth Resource Centre Suite 103, 2780 604-709-5720 Rick Johal www.pcrs.ca Youth 24 years and Mount Pleasant Free For youths under 24 Mon/Tues/Wed/Thurs/Fri breakfast 10 am to 11 am
Breakfast Club East Broadway under
Broadway Youth Resource Centre Suite 103, 2780 604-709-5720 Rick Johal www.pcrs.ca Youth 24 years and Mount Pleasant Free For youths under 24 Mon/Tues/Thurs/Fri 1 pm; Wed 2:30 pm
Casual Snacks East Broadway under
Broadway Youth Resource Centre Suite 103, 2780 604-709-5720 Rick Johal www.pcrs.ca Youth 24 years and Mount Pleasant Free For youths under 24 Thurs dinner 5:30 pm
Indoor Picnic East Broadway under
Coast Clubhouse 295 East 11th Av 604-675-2357 Sandra Fournier www.coastmentalhealth.com Mental health Mount Pleasant $1 Membership required (free). Intake Mon/Tues/Wed/Thurs/Fri lunch 12 pm to 1 pm; Fri Full
Fri Full Meal - Free process Meal @ 4 pm
Gold Buddha Monastery 248 East 11 Av 604-709-0248 Heng Jung (Manager) www.gbm-online.com Only people who are Mount Pleasant Free Last Sun of the month lunch (vegetarian) 11:30 am
webmaster@gbm- intersted in Buddishm
online.com
La Boussole 612 East 604-683-7337 Tannier Leba www.lbv.ca Francophones Mount Pleasant Free Membership required ($2 per year) Mon/Tues/Wed/Thurs/Fri Continental Breakfast 9 am;
Broadway (participants must Tues/Fri Soup and sandwich 11 am
speak French)
Mount Pleasant Neighbourhood House 800 East 604-879-8208 Allan (Manager) anhgv.org Seniors 55+ Mount Pleasant Membership required ($4 per year) Tues lunch 11:45 am to 1 pm
Seniors Lunch Program Broadway $4.00
Mount Pleasant Neighbourhood house 800 East 604-879-8208 anhgv.org Mount Pleasant Membership required ($4 per year) Fri 11:45 am to 1 pm
Broadway $4.00
Tonari Gumi Japanese Seniors Lunch 511 East Broadway 604-687-2172 info@jcva.bc.ca tonarigumi.ca Seniors 60+ who speak Mount Pleasant $4 for senior Registration required in advance; Mon lunch 12 pm; Fri lunch 11:45
Program Japanese members; $5 for membership $30 per year (Jan to
senior non- Dec)
members; $6 for
non senior non-
members
Tonari Cumi Japanese Meals on 511 East Broadway 604-687-2172 info@jcva.bc.ca tonarigumi.ca Homebound seniors Mount Pleasant $6 for members; $7 Intake Process required (call for Mon deliveries 12 pm to 1 pm
Wheels Program 60+ for non-members assessment); Membership $30 per
year (Jan to Dec)
La Boussole Food Bank 612 East 604-683-7337 Tannier Leba www.lbv.ca Francophones Mount Pleasant Free Tues at 12 noon, and Friday at 11am. Come on time --
Broadway tleba@lbv.ca (participants must the food goes fast!
speak French)
Community of Hope 535 East 604-723-0523 Yong Kim http://www.icfvancouver.com/c Everyone welcome Mount Pleasant Free Tues/Wed/Thurs/Fri/Sat snacks 12 pm; lunch 1:15pm
Broadway Av comofhote@hotmail.co ommunity-of-hope/ to 2 pm (exception: welfare week, last Wednesday of
m the month).
Shree Mahalakshmi Hindhu Temple 467 East 11 Av 604-874-0175 Prameya Ji www.shreemahalakshmitempl Everyone welcome Mount Pleasant Free Clean and respectful dress is Sun lunch 1:30 pm; Every Full Moon Dinner 7 pm to 9
e.ca requested pm, Friday meal provided after meditation (from 7:30-
8:30), for congregation members only
other restrictions
DOWNTOWN
MOUNT PLEASANT (continued)
Tenth Avenue Alliance Church 11 West 10 Av 604-876-2181 Karen www.tenth.ca Everyone welcome Mount Pleasant Free Please do not arrive before 5:30; Mon dinner 7 pm; Tues Lunch 12 pm
karen@tenth.ca doors open at 6:30.
Mount Pleasant Neighbourhood House 800 East 604-879-8208 Allan (Manager) www.mpnh.org Everyone welcome Mount Pleasant $4.00 Fri lunch 11:45 am to 1 pm
In Pleasant Company Community Broadway asmith@mpnh.org
Lunch
Mount Pleasant Neighbourhood House 800 East 604-879-8208 Allan (Manager) www.mpnh.org Everyone welcome Mount Pleasant Adults $5; Youth $4; Maximum 80 people. Registration 3rd Wed of every 2nd month, dinner 6 pm to7:30pm
Multicultural Dinner Broadway asmith@mpnh.org Children $3 required two weeks in advance
RENFREW-COLLINGWOOD
Collingwood Neighbourhood House 5288 Joyce St 604-435-0323 Nancy Sweedler www.cnh.bc.ca Families with Children Renfrew-Collingwood Free Mon dinner 6 pm to 8 pm
Families Branching Out All Nations - nsweedler@cnh.bc.ca under age 6
Multicultural Dinner and Drop-in
Renfrew-Collingwood Seniors Frozen 2970 East 22 Av 604-430-1441 Donna Clark www.rencollseniors.ca Seniors 50+ (but won't Renfrew-Collingwood $2.50 per meal Membership required ($10 per Mon/Tues/Wed/Thurs/Fri drop-in to pick up meals (10
Meals Program turn away anyone who $5 for two year). am to 4 pm)
wants a meal)
Renfrew-Collingwood Seniors Society 2970 East 22 Av 604-430-1441 Donna Clark www.rencollseniors.ca Seniors 50+ Renfrew-Collingwood $5 Membership required ($10 per Tues and Fri lunch 12 pm to 1 pm
Wheels to Meals Program year). Registration required the
morning of the program
City Reach Care Society Club Freedom 2560 Slocan St 604-254-2489 Ken McElos www.cityreach.org Everyone welcome Renfrew-Collingwood Free Sun lunch 12:30 pm.
City Reach Care Society Food for 2650 Slocan St 604-254-2489 Laura www.cityreach.org Families with children Renfrew-Collingwood $5 (for lifetime Low Income families with children Tues Thurs Morning 10 am - 12 pm. Call if in
Families brendad@cityreach.org 17 or under membership) under 18. emergency
Collingwood Neighbourhood House 5288 Joyce St 604-435-0323 Michael www.cnh.bc.ca Everyone welcome Renfrew-Collingwood Free Maximum 70 people. No cart valet Sat breakfast 8 am to 10 am
Morningstar Program mmclenaghen@cnh.bc.
ca
Collingwood Neighbourhood House 5288 Joyce St 604-435-0323 mmclenaghen@cnh.bc. www.cnh.bc.ca Everyone welcome Renfrew-Collingwood $ 4.85 for seniors, Tues and Thurs lunch 12 pm to 1 pm
Community Lunch ca and $6 for adults
other restrictions
DOWNTOWN
WEST END
First Baptist Church Hobbit House 1025 Nelson St 604-683-8441 brad@firstbc.org www.firstbc.org Youth ages 19 to 24 West End Free Sat dinner 6:30 pm to 8:30 pm
Paper Cup Program
Friends for Life Society 1459 Barclay St 604-682-5992 Kameron Flores www.friendsforlife.ca People with a West End Free Membership required (free; takes a Mon/Wed brunch 11:30 am to 12:30 pm; every 2nd
kameron@friendsforlife. potentially life few weeks to process). Full and 4th Sun dinner 5:30 pm
ca threatening illness such membership is granted to persons
as HIV/AIDS, cancer, living with a potentially life
hepatitis C, ALS, cystic threatening illness such as
fibrosis HIV/AIDS, cancer, hepatitis C,
ALS, cystic fibrosis. Diagnosis
must be verified by a physician
Gordon Neighbourhood House Family 1019 Broughton St 604-683-2554 Pamela Kacir www.gordonhouse.org Families with children West End Free Membership required ($5 per Sat dinner (vegetarian) 4 pm to 7 pm
Dinner under age 6 year); Family membership ($7 per
year)
Gordon Neighbourhood House 1019 Broughton St 604-683-2555 Pamela Kacir www.gordonhouse.org West End $5 Tues/Thurs lunch 12 pm to 1 pm
Positive Women's Network 614-1033 Davie St 604-692-3000 Bronwyn Barrett www.pwn.bc.ca Women only (HIV +) West End Free Membership required - Intake Tues lunch 12 pm to 2 pm
pwn@pwn.bc.ca and their children process with doctor's referral
St. Andrews Wesley Church Breaking 1018 Nelson St 604-683-4574 Michelle (Office standrewswesley.church.bc.ca Older Adults West End By Donation Not open July and August; Phone 4th Fri of the month lunch 11:30 am - 1:30 pm
Coordinator) First; For Older Adults who are
members of the church
St. Andrews Wesley Church Outreach 100 - 1022 Nelson 604-683-4574 Michelle (Office standrewswesley.church.bc.ca Seniors 60+ West End Free Not open July and August 3rd Wed of the month lunch 12 pm
Seniors Lunch St Coordinator)
Positive Women's Network Food Bank 614-1033 Davie St 604-692-3000 604- Bronwyn Barrett www.pwn.bc.ca Women only (HIV +) West End Free Intake process; Contact in Drop-in from Monday to Thursday, 1.30 to 3.30pm.
692-3008 (to speak bronwynb@pwn.bc.ca and their children advance. Hot lunch on Tuesdays, 12.00-2.00pm.
directly to Bronwyn)
Central Presbyterian and Christ Alive 1155 Thurlow St 604-683-1913 www.centralpc.ca Everyone welcome West End Free Monthly Sun breakfast 8 am to 9:30 am (Sundays
Church Community Breakfast before social assistance cheques are issued)
Gordon Neighbourhood House Lunch 1019 Broughton St 604-683-2554 Paul Taylor www.gordonhouse.org Everyone welcome West End $5 Membership required for ongiong Tues and Thurs lunch 12 pm to 1 pm Saturday Drop-
Program Free meal for participants ($5 per year) the In for families (4pm-7pm)
families with form can be completed in person
A Loving Spoonful Delivered Meals 100-1300 Richards 604-682-6325 Alex www.alovingspoonful.org HIV/AIDS and Medical West End children
Free 0-6yrs old at the program.
Referral Registration
from medical practitioner Meal delivered once a week on Tuesdays
St alexb@alovingspoonful. Barrier to Food Security required (letter should also indicate
org risk of malnutrition)
other restrictions
DOWNTOWN
WEST POINT GREY
Brock House Society Cafeteria Lunch 3875 Point Grey 604-228-1461 Sophie or Viera www.brockhousesociety.com Seniors 55+ West Point Grey Under $7 Membership required ($35 per Mon/Tues/Wed/Thurs/Fri lunch 11:30 am to 1 pm
Program Rd brockhouse@telus.net year). Get a membership at the 3rd
floor office
West Point Grey United Church TLC for 4595 West 8 Av 604-224-4388 Janice wpguc.com Seniors 55+ West Point Grey $10 Registration required 1 day in Thurs lunch 11 am to 1 pm
Seniors advance. Open Sept to June and 1
day per month in the summer
West Point Grey United Church Out of 4595 West 8 Av 604-224-4389 Janice wpguc.com Everyone welcome West Point Grey Free Nov 1 to end of March Drop in Wed dinner 6 pm
the Cold office@wpguc.com
West Point Grey United Church Out of 4595 West 8 Av 604-224-4388 Ann Howe www.wpguc.com Everyone welcome West Point Grey Free Open Nov to March Wed dinner 6 pm (Nov 2/11 to Mar 28/12)
the Cold ahowe@telus.net
RILEY PARK-LITTLE MOUNTAIN

Cityview Baptist Church - OpenTable 4370 Sophia St 604-876-6752 Lalpi Guite www.cityviewbaptist.ca Everyone welcome Riley Park-Little Thur lunch 12pm; bread distribution on Tue 9 am and
lalpi@cityviewchurch.ca Mountain Thur 12 pm
Little Mountain Neighbourhood House 3981 Main St 604-879-7104 Susan Schachter http://www.lmnhs.bc.ca/ Everyone welcome Riley Park-Little $5 for non- Membership available to get Fri dinner 5 pm to 6 pm
Friday Community Dinner Program susan_schachter@lmn Mountain members discount: $3 per year for adults, $5
hs.ca $4 for members per year for families, $1 for
seniors. Get a membership at the
front desk before 4:30 pm
VICTORIA-FRASERVIEW
South Vancouver Neighbourhood 6470 Victoria Drive 604-324-6212 Rebecca southvan.org Seniors 55+ Victoria-Fraserview $4 for members; $5 Membership ($3 per year) Thurs lunch 12 pm
House Seniors Wellness Lunch non-members
South Vancouver Neighbourhood 6470 Victoria Drive 604-324-6212 southvan.org Everyone welcome Victoria-Fraserview Free (membership Membership ($3 per year) Tuesdays
House required)
Wilson Heights United Church 1634 East 41st Av 604-325-9944 Rosemary Collins www.whuc.net Everyone welcome Victoria-Fraserview Free but donations Thurs dinner before the income assistance cheque
(Community Advocate) (child friendly) are accepted. comes dinner 5:30 pm (Vegetarian meal available)
rosemary@whuc.net
Mennonite Central Committee of BC 660 East 51 Av 604-325-5524 www.mccbc.com Refugee claimants; Victoria-Fraserview Free Registration required; By Thurs 10 am - 12 noon
Gerrardo Munarriz
Refugee Food Bank issue ticket appointment only
Killarney Community Centre 6260 Killarney St 604-718-8200 http://vancouver.ca/parks- Seniors 55+ Victoria-Fraserview $6.50 Registration required in person Wednesdays 12pm at the end of the month, call for
Receptionist recreation-culture/killarney- details
community-centre.aspx
other restrictions
DOWNTOWN
SOUTH CAMBIE
Douglas Park Community Centre 801 West 22 Av 604-257-8130 Ext.2 Lucy Ichikawa www.vancouver.ca/parks/cc/ Disabilities (physical) South Cambie $6.50 Registration required: Call at 12 Wed dinner 5 pm to 6:30 pm
Dinner for Adults with Physical douglas/index.htm adults. If require pm on Monday to register/pre-
Disabilities assistance person order for Wednesday dinner
should bring a
caregiver
Douglas Park Community Centre 801 West 22 Av 604-257-8130 Ext.2 Lucy Ichikawa www.vancouver.ca/parks/cc/ Seniors 55+ South Cambie $6.50 Registration required. Call Tues dinner 5 pm to 6:30 pm
Seniors Dinner Program douglas/index.htm before 12 pm on Mon to register
for Tues dinner
STRATHCONA
Strathcona Community Centre 601 Keefer St 604-713-1838 LizaTam Accessible through Vancouver Everyone welcome Strathcona $5 Purchase a ticket at the Every other Wed of the month lunch 12 pm
Chinese Lunch liza.tam@vancouver.ca City website (children must be $6 (Special Events) Community Centre on the Tuesday
accompanied by an before the meal
adult)
Greater Vancouver Food Bank Society 1150 Raymur Av 604-876-3601 foodbank@foodbank.ca www.foodbank.ca Everyone welcome Vancouver Free Registration required at the depot.
Bring ID for all family members
with name, address, phone
number. Babies also receive
formula and diapers. Call to get
location of a depot in Vancouver.
Access only once per week
OAKRIDGE
Oakridge Seniors Centre Cafe (SW side 513-650 West 41 604-263-1833 www.oakridgeseniors.com Everyone welcome Oakridge Generally $6.50 to Mon/Tues/Wed/Thurs/Fri/Sat lunch 11:30 am to
of Oakridge Mall) Av manager@oakridgeseni $8.50 except Fri - 1:30pm
ors.com $8.75 (Fish -
Halibut)
KERRISDALE
Kerrisdale Senior Centre 5851 West Blvd 604-257-8109 susan.mele@vancouver www.vancouver.ca/parks/cc/k Seniors 55+ Kerrisdale $6 for members; Members receive a discount Mon/Tues/Wed/Thurs/Fri/Sat lunch 11:30 am to 1 pm
.ca errisdale/website/index.cf $7.50 for non- (Annual membership $13 for adults
members under 64; $8 for adults 65 and
St Mary's Kerrisdale 2490 West 37 Av 604-261-4228 secretary@stmaryskerri www.smkchurch.com Everyone welcome Kerrisdale Free older). Purchase membership at Tues lunch 11:30am to 1 pm, from September to
sdale.ca June. During summer, a bagged lunch is served from
11:15 -12:00
other restrictions
DOWNTOWN
DUNBAR
Dunbar Community Centre Lunch with 4747 Dunbar St 604-222-6060 Chris Podlecki dunbarcentre.ca Men only - adults Dunbar $5 Membership required (adults $8 Fri lunch 11:30 am to 1 pm
the Lads Heather per year; seniors 65+ $4 per year)
EAST VANCOUVER
Vancouver Second Mile Society 604-688-6851 Michelle vsms.ca Residents of St. Helens East Vancouver Free Must be a resident of St. Helens Community Kitchen Tues 2 pm to 4 pm
Neighbourhood Helpers at St. Helens only
FAIRVIEW / SOUTH GRANVILLE

South Granville Seniors Centre 1420 West 12 Av 604-732-0812 office southgranvilleseniors.ca Seniors 55+ (Children Fairview/South $6 to $7 for Registration by phone or in person Mon/Fri Soup and sandwich 12 pm; Tues/Thurs full
welcome when Granville members; $6.50 to required 2 days in advance lunch 12 pm; Wed - Spanish-speaking lunch group 12
accompanied by an $7.50 for non- pm
adult) members
FRASIER AND KINGSWAY

Salvation Army 3213 Fraser St 604-872-7676 derik_hyatt@shawcable www.salvationarmy.ca Everyone welcome Frasier and Kingsway Free Mon/Wed/Fri breakfast 9 am to 10 am
.com
ARBUTUS RIDGE
Parkdale Manor 2740 West King 604-737-1125 or Allan (Manager) or Residents of Parkdale Arbutus-Ridge $5.50 Must be a resident of Parkdale 2nd and 4th Wed of the month lunch 12 pm
Edward Av 604-737-1505 Sharon McIntosh Manor only Manor
www.PrintablePaper.net
A Newcomers Guide to Vancouver
Published by:
City of Vancouver
Social Policy Division
vancouver.ca
Project coordination: Social Policy

Project lead: Baldwin Wong
Project consultant: Dana Wilson
Research: Berenice Freedome, Diana Guenther, Lanny Libby, Peter Marriott, Heather McCrae
Interviewers and writers: Berenice Freedome and Heather McCrae
Design: Sarah Hay
Illustration: Corrina Keeling
Advisory Group: Nancy McRitchie (Co-Chair), Jan Fu, Kathy Sherrell, Natalie Taylor,
Eva Touzard, Brenda Lohrenz, Saleem Spindari, Suddhodan Raj Baidya
Copyright 2014 by the Province of British Columbia
First edition 2014
ISBN: 978-1-894152-36-5
Table of Contents
Introduction..................................................................................................... 4 2.5 Food & Community Gardens...................................................... 38
Video: Introduction to the Guide................................................................. 4 2.6 Parks & Beaches................................................................................... 40
Map: City of Vancouver..................................................................................... 6 2.7 Vancouver Public Libraries............................................................ 42
CHAPTER 1: People 2.8 Neighbourhood Houses.................................................................. 44
Video 1.1: Aboriginal Perspectives.............................................................. 9 MAP: Vancouvers Neighbourhood Houses........................................ 46

Video 1.2: People...................................................................................................... 9 2.9 Community Centres.......................................................................... 48
1.1 Local First Nations Perspectives................................................ 10 MAP: Vancouvers Community Centres............................................... 50
1.2 Urban Aboriginal Perspectives................................................... 11 2.10 Organizing Events & Connecting Communities........ 52
1.3 Appreciating Diversity....................................................................... 12 Video 2.2 - Organizing Events & Connecting Communities. 54
1.4 Engaging Youth....................................................................................... 14 CHAPTER 3: Services & Resources
1.5 Disability, Accessibility and Inclusion..................................... 15 Video 3.1 - Services & Resources.............................................................. 57
1.6 Building Bridges For Women....................................................... 16 3.1 A Place To Live....................................................................................... 58
1.7 Welcoming All Genders & Sexual Identities..................... 17 3.2 Services For New Immigrants.................................................... 60
1.8 Cultural Mentoring For Men......................................................... 18 3.3 Getting Jobs............................................................................................. 62
1.9 Embracing Seniors.............................................................................. 19 3.4 Learning English................................................................................... 64
1.10 Culture & Heritage.............................................................................. 20 3.5 Local Health............................................................................................. 66
CHAPTER 2: Neighbourhoods & Getting Involved 3.6 Child Care.................................................................................................. 68
Video 2.1 - Neighbourhoods & Getting Involved............................ 27 3.7 Schools......................................................................................................... 70
2.1 Getting Oriented.................................................................................... 28 3.8 Telephone Information Lines...................................................... 72
Map: Metro Vancouver....................................................................................... 29 3.9 Governments & Resources........................................................... 73
2.2 Exploring Vancouver.......................................................................... 30 3.10 Safety & Security................................................................................ 74
Map: Vancouvers Neighbourhoods.......................................................... 31 3.11 Human Rights & Discrimination............................................... 76
2.3 Getting Around (transportation)............................................... 34 Credits................................................................................................................. 78

2.4 Be A Volunteer....................................................................................... 36 Acknowledgements.................................................................................. 79
Introduction
The Newcomers Guide to Vancouver was developed in response to the diverse needs of
people arriving in Vancouver; as an invitation for participation and civic engagement; and
as a useful resource for accessing services and welcoming spaces.
The guide features stories shared by newcomers and long-time residents, and highlights
resources on a wide range of topics, from getting around the city to obtaining information
about key services to finding volunteer opportunities.
A Newcomers Guide to Vancouver
Video: Introduction to the Guide

youtu.be/TI5EPGNEMtw
4
Creating the Guide Interactive Features
The guide was created as part of an initiative called Welcoming Throughout the Guide are clickable links that will take you to different
Communities, which was coordinated by the City of Vancouver in sections within the guide (cross-references) or to external websites
collaboration with community partners. A Working Group guided its (hyperlinks).
development, including gathering input for relevant topics and inviting
community members to share their stories. For the PDF: cross-references appear in purple text and hyperlinks appear
in blue text. The Table of Contents is also clickable, taking you to different
Inside the Guide sections of the guide.
The guide is made of up three chapters (People, Neighbourhoods & Getting For the iBook: bookmarks and hyperlinks appear in orange text. Other
Involved, Services & Resources) with videos throughout. The chapters are interactive features include embedded videos, photo galleries, maps and
organized into 31 sections containing interviews, overview summaries, links quizzes.
& resources and media.
Available Formats
Please see Table of Contents for the full listing.
The guide is available on the City of Vancouver website
(vancouver.ca/newcomers), and as part of the Vancouver Public Library
eBook collection. It is available in the following formats:
PDF: for computers with Adobe Reader and on demand printing

EPUB: for computers or devices with eReader software
iBook: for Apple devices
5
Map: City of Vancouver
This map highlights Vancouvers community centres, neighbourhood houses, family places, City Hall, Aboriginal Friendship Centre, and
major transit routes. It was designed to be personalized (by filling in the blank fields with your local information). You can find a printed
version at your local neighbourhood house or click here to download a PDF version.
SQUAMISH
FIRST NATION
mountains
NORTH VANCOUVER
RD
E
R IDG
ocean valley
EB
LIONS GAT
river BURRARD
INLET
TSLEIL-WAUTUTH
STANLEY PARK FIRST NATION
GE
W
O
RG
CC
IA
CC
ST
WP MCGILL ST
END
ER
ST
RO
BS NH
ENGLISH
NH
ON
EL
IE ST
ST
BAY
BE A
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SO POWELL ST
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AV AV ST
MB
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D
I E NH FC E HASTINGS ST CC
ST IT CC
CA
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TRANS-CAN A D
ST
ST
CC
ST
ST
AC
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W
P
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I
Y
FI
HO
OU
VICTORIA DRIVE
C VENABLES ST
AT
NW M PRIOR ST
YM
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BE
INE E
RENFREW ST
DG
CC
SE
NANAIMO ST
ST
D RIVE RI
R DB
AH
RRA E
CAMBIE BRIDGE
CC
BU
G
CORNWALL AV
CLARK DRIVE
WY
TERM
ID
INAL
BR
CC
COMMERCIAL DRIVE
CC
AV
E
LL
VI
N CC
E 1ST AV
W 4TH AV GR
A 2ND AV
ALMA ST
W
MAIN ST
GREAT NORTHERN
W 6TH AV WAY
BLANCA ST
NH
Draw a where you live!

NH
W 7TH AV CC
W 10TH AV W BROADWAY CC
BURRARD ST
U.B.C.
ARBUTUS ST
NH
CC
E BROADWAY
OAK ST
Add information below
CH
W 12TH AV
E 12TH AV
FIR ST
for your local W 16TH AV WOL GRANDVIEW HIGHWAY
FE W 16TH AV E 16TH AV TROUT
LAKE
Neighbourhood
AV
BURNABY
CC
MACDONALD ST
Community Centre G E CC
KIN DWA CC E 22ND AV
W RD
ARBUTUS ST
AV NH
RUPERT ST
Library E KING EDWARD AV NH
BOUNDARY ROAD
PACIFIC SPIRIT
A N ST
REGIONAL PARK KIN
Neighbourhood House GS
WA E 29TH AV
OC
CC
CC Y
QUEEN
SL
W 33RD AV
ST
ST
ELIZABETH
Family Place
MACKENZIE ST
ES
E
PARK
BLENHEIM ST
YC
RL
VAN DUSEN E 33RD AV
DUNBAR ST
JO
EA
GARDENS
LARCH ST
GRANVILLE ST
School
FRASER ST
CC
VICTORIA DRIVE
CL ARENDON ST
NH
KNIGHT ST
Park(s) W 41ST AV
E 41ST AV
CC
Health Centre
CAMBIE ST
MAIN ST
OAK ST
MUSQUEAM
This map was created to help you grow strong roots to FIRST NATION W 49TH AV CC
NH
become familiar and connected with your local community. E 49TH AV
It was designed to be hung on your wall and drawn on!
TYNE ST
WES
CC
TB
OUL
E 54TH AV
W 57TH AV
EVA
E 57TH AV
T ST
KERR ST
RD
LEGEND PAR
SW
CC
K DRI
MA
VE
ARGYLE ST
OT
CC
ANGUS DRIVE
RIN
ELLI
NH
Neighbourhood Houses Parks & Gardens
ED
OAK ST
RIV
Community Centres
E
CC
Urban & Industrial SE
M AR EVERETT CROWLEY PARK
INE
NH W 70TH AV DR
L Libraries SOUTH IVE
Major Streets E KENT AV M A RINE WAY
E KEN
Family Places T AV SO
FP
SkyTrain UTH
Aboriginal Friendship VANCOUVER

FC
Centre B-Line Bus
INTERNATIONAL
CH
Vancouver City Hall SeaBus AIRPORT
RICHMOND
6
Adapted from Statistics Canada, 2011 Geographic Boundary Files, 2011 Census.
If you look at the word community, youll find unity and
that is the core value of our community. The unity is
there for everyone to be part of, to be recognized and
acknowledged; a welcoming community and one that is
built on respect.
Susan Tatoosh
Growing Roots: A Newcomers Guide to Vancouver | Return to Table of Contents 7

CHAPTER 1: People
Newcomers bring a richness, a presence with them that will enrich

this community, because of their unique cultural identity. If you
remember this, you can enjoy a more successful life in Vancouver,
your new home.
- Jacky Essombe, originally from Cameroon, living in Vancouver since 2001
8
1.1 Local First Nations Perspectives
1.2 Urban Aboriginal Perspectives
1.3 Appreciating Diversity
1.4 Engaging Youth

Video 1.1: Aboriginal Perspectives
youtu.be/U4mg5IDKbmg
1.5 Disability, Accessibility & Inclusion
1.6 Building Bridges For Women
1.7 Welcoming All Genders &

Sexual Identities
1.8 Cultural Mentoring For Men
1.9 Embracing Seniors
Video 1.2: People

youtu.be/g3MAVguQi-4 1.10 Culture & Heritage
9
1.1 Local First Nations Perspectives
Wade Grant is an elected Councillor of the Musqueam Nation.
He was Co-Chair of the Vancouver Dialogues Project which
fostered stronger relations between Aboriginal and immigrant
communities. He is a member of the Vancouver Police Board,
the Aboriginal Tourism BC Board and the Laurier Institute board,
among others. Wade, his wife Maureen and two children, Eli and
Isla, live on the Musqueam Reserve.
Welcoming newcomers to our city

I have a direct connection to the welcoming of new immigrants. My fathers father was a
Chinese immigrant that came to Vancouver in the 1930s, married my grandmother who
was First Nations. My grandmother on my mothers side, she was the daughter of two
Norwegian-Scot immigrants. I know how difficult it was for them, for people to embrace
their marriages to embrace their cross-cultural love. So I know that to get over that, to
understand each others history and culture and to share with one another really lessens
the misunderstandings and dampens the mistrust that First Nations have. I think that First
Nations interacting with non First Nations, especially new Canadians is important so we all
understand each others histories and why we want to make this a better place to live.
first European settlers. We want people to know they are welcome in our territory and we
enjoy letting them know a little about who we are because now our history is now their
The First People
history as well.
When people come to Vancouver, they come here because of its beauty and its livabili-
ty. But they do need to realize that for thousands of years, First Nations, the Musqueam
people, lived here as well. We travelled all over the territory, from Vancouver to Burnaby Learning history
to Coquitlam. We use the territory now that is called Vancouver and we lived there up I really hope that people take an opportunity to learn a little more about First Nations peo-
until point of contact. After a number of years we were displaced and now we live in a ple. Canada has many different histories and many different ways that its been told, and
very small territory, just a fraction of our territory We want people to know that the city of it hasnt been told enough or listened enough to the voices of the First Nations people.
Vancouver didnt just start in 1886, the city of Vancouver has always had people that have Our histories have been told by historians that arent from our communities and I think
lived here since time immemorial. now is an important time in our history to get those stories out and I hope that people are
able reach out and ask questions. First Nations want people to learn, and we want people
to understand where we are coming from and why we are here and how long weve been
Welcome newcomers
here and I think thats important.
As a young First Nations, Musqueam leader, I embrace every opportunity to welcome
people to our territory. I want people to come here and embrace the lifestyle and know
(This is a transcript from the interview with Wade as seen in Video 1.1. Wade was inter-
a little bit about the history. We want to welcome people as our ancestors welcomed the
viewed as a Co-Chair of the Vancouver Dialogues Project.)
10
1.2 Urban Aboriginal Perspectives
Susan Tatoosh is the Executive Director of the Vancouver
Aboriginal Friendship Centre, and a founding member of the
Metro Vancouver Aboriginal Executive Council. She was Co-
Chair of the Vancouver Dialogues Project which fostered stronger
relations between Aboriginal and immigrant communities. She
received the City of Vancouver civic merit award in 2013 for
her many contributions to communities, and she is currently
a member of the Citys Urban Aboriginal Peoples Advisory
Committee.
Urban Aboriginal Community

The urban Aboriginal community makes up about 3 per cent of the Vancouver population.
Our community is very diverse. There are First Nations. They are people that have their
status, those that dont as a result of the Indian Act, the Metis and the Inuit as well as and
the indigenous people that come from around the world and choose to live in Canada.
Cultural values
First and foremost is community. If you look at the word community, youll find unity
and that is the core value of our community. The unity is there for everyone to be part
of, to be recognized and acknowledged, a welcoming community and one that is built on Reaching out
respect. Our community is in place because weve recognized the needs that are not met. We are the First People and that we have always been here to welcome newcomers and
So weve had to create our own solutions. Weve had to overcome all the barriers that that one of the things that they would have to learn first is to forget the stereotype that
were in place for us. Our community has been very innovative in addressing those needs. theyve seen in movie versions and to recognize that they dont know enough about us
because there is not enough written about us in the school systems throughout the world.
The Aboriginal Friendship Centre We are barely a mention in history lessons and I would really love the opportunity to in-
Here were family and were part of a larger family and thats the friendship centre move- troduce them to our community and in sharing where they came from and where we are
ment which is right across Canada. Our role is providing a place for our urban Aboriginal and where we come from.
people to maintain their culture, to participate in their traditional singing and dancing and
to meet people and enjoy the practice of using their own language again and in having (This is a transcript from the interview with Susan as seen in Video 2.1. Susan was inter-
their own dialogues in their own language. Its also a place for them to show pride in their viewed as a Co-Chair of the Vancouver Dialogues Project.)
culture and in their tradition. And its also a place that provides an opportunity for sharing
of many cultures, languages, songs and dances. Go to: Links & Resources Aboriginal Perspectives

1.3 Appreciating Diversity
Wanting Qu was 16 years

old when she moved from
China to Vancouver as an
international student. Now 12
years later, she is a musical
megastar. Her current album
is triple platinum in Asia. Shes
also considered Vancouvers
first tourism Ambassador for
Canada. A singer/songwriter
in both Mandarin and English,
shes committed to bridging
both cultures through music.
12
I first came to Canada
I moved to Vancouver when I was 16, knowing very little English. My mothers mother died at
a young age. Mother became an adult right away and became very successful, so she thought
I should go to this foreign land and become something and then come back. She felt that it
would be good for me too at the age of 16. So I came here and started to learn English. The
culture, the way of thinking here and the humour are very different here and it took me a while
to adapt.
Holding on to both my cultures

I see myself as half Chinese and half Canadian. I wouldnt have become who I am today if it
werent for the fact that I lived here for over 10 years. It is such a dream come true to be a
part of both the west and the east; to make a difference and bring good to both countries.
My goals
I want to be that bridge that brings people together. I think a lot of my friends in China like
Canada a lot. Not that they didnt before, but a lot of my fans dont get to see Canada like I do.
But when I promote Canada and put up pictures they see things through my eyes. They have
a greater appreciation for it. And vice versa. I have a lot of Canadian friends who like me as
an artist or a friend and they want to know more about China. So I feel like I am doing a good
thing here. I want to continue to do that.
My advice
I think there are a lot of Asian kids that come to Canada to go to school. They want to gradu-
ate with a commerce degree or a medical degree. Thats what my mom wanted me to do and
thats what I did. I got a bachelors degree in business for her. But that was not for me. That
was for her. It was not MY dream. I had to give that to her so she could let me do my thing.
Shes very proud of me today. Now, I want to inspire other kids. If you want to be an artist,
be an artist. If you strongly believe that you have that talent in you, chase your dream and
become that person you want to be.
(This is a transcript from a video with Wanting Qu and used with permission by the Asia Pacif-
ic Foundation of Canada.)
Go to: Links & Resources Appreciating Diversity

1.4 Engaging Youth
Miguel Testa came to Canada from the Philippines at age 17

and is now a student at the University of British Columbia. After
taking part in citizenU, a civic anti-racism initiative, he developed
an immigrant youth program called Project Buddy.
My first feelings here...

When I first came to Vancouver, I was pretty lonely. I didnt have any friends at all. It was
only me and my mom. Thats the whole family, we travel light. My mom wanted a better
future for me.
How I got involved

Its more comfortable to stay in your own shell. But dont be afraid. If you dont explore
I joined a community centre group: Killarney Youth Council. At first it was intimidating. I
you dont evolve. When you step out of your comfort zone, you explore, and you immerse
mean, community centres were a foreign concept to me. They have everything some
yourself: thats a better quality of life. Just take the jump. If you reach out its there for you.
even have daycares or swimming pools. You dont have those in all countries. In my case,
I like my universitys motto: Its up to you.
I wanted to start volunteering. I found that when you dont know any of the people, you
might want to jump in but you worry that people will judge you especially youth. But
even though I wasnt talking a lot or interacting, even though I was socially awkward, I felt And now
accepted. Volunteering is such a communal thing because we are working as a team. I feel so part of the city now: a living breathing part of it. Getting involved in a youth pro-
gram was the turning point when I realized I was helping build a better city. When you vol-
Getting involved was easier than I thought it would be. The citys youth initiatives really unteer, when you try to help, you arent just passively liking an issue on a social network.
make this a better place. When the city trusts its youth by putting money in their hands You are the one that will make sure there is something actually done about it.
not just to spread awareness, but actually do something you take it seriously. And I did.
Being an actual mover of the community is what inspired me to go all the way to universi- Go to: Links & Resources Engaging Youth
ty. I started becoming more vocal. Project Buddy was my contribution.
My advice to other youth

14
1.5 Disability, Accessibility & Inclusion
Originally from Beijing, China, Karl Dai moved to Vancouver 10

years ago with his wife and young son. He was diagnosed with
only 40 per cent hearing. But he still went on to graduate with
distinction from BC Institute of Technologys (BCIT) Financial
Program. He is currently a financial service representative at
Vancity Credit Union.
From China to Vancouver

I first came as a visitor and thought what a beautiful city - greenery everywhere and
people are friendly. So my wife and I researched, applied and within three years we
moved! It was a shock. When you are a traveller you just enjoy. It was hard to adjust to a
different system, culture and language. I left everything. We had no friends. Also, I didnt
know that I had a hearing problem until my doctor here diagnosed me with only 40 per finally I could continue on the path to my dream career. They were so supportive. They
cent hearing. I was upset but I didnt want to let that stop me. I am very strong mentally. installed a system designed to help members and employees that are hard of hearing,
hear. They asked for MY feedback on the technology. They saw my value. I can focus on
Back to school my job rather than my disability.
In China, I was a financial investment manager. It was my dream career, but my pro-
fessional credits werent recognized here. So, I went back to school. However, with my Advice to a newcomer with a disability
hearing problem, I couldnt always understand the teachers. Fortunately, my school had a Dont let your disability inhibit you from achieving your dreams. You need to be resource-
resource centre that really helped support me. Every teacher wore a transmitter and they ful, have a warm heart, strong mind, and open manner. Life is challenging and not always
gave me a receiver. I could hear everything the professors said. It was incredible. Despite fair but you have to see hope and then give back to others. That is my ultimate intention.
my disability, I graduated with distinction.
Go to: Links & Resources Disability, Accessibility & Inclusion
My first job
My school referred me to The Centre for Ability, a local non-profit group which works with
people with disabilities.. They saw my value and recognized my professional knowledge.
They coached me and prepared me for interviews. Two months later I had three inter-
views with Vancity Credit Union (a bank) and they hired me. I was so excited! I felt that
1.6 Building Bridges For Women
Melissa Briones came to Vancouver from the Philippines in 2011
with her husband and two small children. A graduate of Pacific
Immigrant Resources Societys (PIRS) Building Bridges program
for women, shes now the editor-in-chief of Canadas first nation-
wide Filipino-Canadian newspaper and a volunteer for Access
Pro Bono.
Why we left our country

We came for the children. I have a three-year-old and a 12-year-old. The Philippines is
considered a developing economy, although its a busy metropolis. But Vancouver is a
[well established] city. We knew it would afford our children opportunities they would not
have in the Philippines. I didnt want them to have barriers or doors they would have to
force open. So by moving here we are giving them, and ourselves, new opportunities.
Obstacles
Here, my [Philippine] law degree is [not recognized]. To practice law, I had to get the Just for Women
equivalent of a [Canadian] law degree. I think having the confidence that I can do this Three months after I arrived, I did the Building Bridges program at Pacific Immigrant
helps. I knew that I had to have the right mindset because, otherwise, I knew that I would Resources Society (PIRS). Now I am president of the University of Philippines Alumni
never push on. Im currently in the process of studying for the challenge exams, and Ive Association in BC. We have professional development programs just for women. Im a
enrolled in a family mediation course. member of Spark Creations. Its a womens empowerment group. We have retreats that
help us understand and empower ourselves. Together, we strengthen each other. Next,
Advice we are going to be talking about financial education mainly for women. Im really excited
Education is the key. To resist that is to be foolish. If you really want to move forward, its about that.
one of those things you should consider. I know its hard and seems almost impossible,
but it will help get your foot in the door. I got into a scholarship program from a local Personal philosophy
private college which gives scholarships every year for new immigrants. If you win the Humility is a big thing in my life. When I came here, that is what kept me sane. If you think
scholarship, then you can select from a variety of courses. Im taking the Human Resourc- you are up there then life cannot give you anything more. You should bring yourself to
es online course. That [way] I can practice Labour Law. Apply for those scholarships and the level where you can receive and become the most of what you can be in this foreign
bursaries. You should not be ashamed, embarrassed or afraid you are entitled to it. country and then give back.
Go to: Links & Resources Building Bridges For Women

16
1.7 Welcoming All Genders & Sexual Identities
Humanitarian, human rights activist, and leader of not-for-profit
groups Rainbow Refugee and LEGIT, Chris Morrissey has devot-
ed a lifetime working for social justice including helping same-
sex immigrants and refugees find a safe home in Vancouver and
Canada in general. She was a pioneer in the fight to have same
sex couples included under Canadas Immigration Law. Recently
she was awarded the Diamond Jubilee Medal for her work.
My story
When I came here with my partner, a non-Canadian, in 1989, I had to start looking for
ways for us to stay together. Thats how I got into this whole arena. In 1992, I filed a suit
in federal court alleging discrimination on the basis of sexual orientation, family, and
gender, to enable my partner to stay in Canada. But the case never went to court because
Immigration gave her Permanent Residence first. We, along with others, worked politically
For those seeking refugee status
for 10 years before we got legislation changed to include same sex partners as part of the
There is a way that LGTBQ people who are in Canada and who are afraid to return home]
family class. So since 2002, if one person is Canadian, then the other can be sponsored
can stay. Its critical that before they go to an immigration office to seek refugee status
and become a resident of Canada. Thats the law now. We fought to end discrimination
they either contact us at Rainbow Refugee, or they contact legal aid to get a lawyer, or
against same sex couples in the immigration legislation. And we won.
they contact local agency such as Settlement Orientation Services . Because, under the
new legislation, the timelines [to file a claim] have been shortened so significantly that
Vancouvers current scene for LGTBQ its important for them to get basic information as soon as possible. Once someone has
Over the years I think there has been huge recognition in how big a part we play in the made a refugee claim, the process goes quickly.
city of Vancouver. I think it really came home when we had the Gay Games here in 1990.
That really began this sense of awareness on a bigger scale. It feels fabulous. We have the My advice
freedom to be who we are and walk down the streets with our partners, to have displays There are many layers to Vancouvers community. A good starting point is Qmunity (BCs
of affection. But we still have a long way to go. There is still violence against members of queer resource centre). They can help steer you towards finding your specific community,
our community, but we also have the right to file a police report, which is enormous for culturally, politically and spiritually.
many people
Go to: Links & Resources Welcoming All Genders & Sexual Identities

1.8 Cultural Mentoring For Men
A 69-year-old mechanical engineer, Ashok Puri emigrated to Canada from

Kashmir, India in 1969. He loves travelling and volunteers at MOSAIC to help new
immigrants adjust to the culture. He is now retired.
My new immigrant experience The Canadian family

I worked for two years in India and then I came to Canada. At home, men and women in Canada share the
I stayed with my brothers friend. He was like a mentor. I daily chores. I see a family doing things together: the
went to an employment agency to apply for a job. I went husband is barbecuing and the wife making the salad.
on a Friday this was my second day in Canada. I was Equal rights as far as job and home is concerned.
scared. I had only $5 when I came and only $2 left at that
point. One of the clerks called me over and said, You son My Vancouver
of a gun. I was shocked. Is this how they talk in Canada? Vancouver represents immigrants from around the
He said, You are so lucky! I was going to post this job, world. And we can proudly be called Canadians. I am
but it matches what you are looking for. Go right now. Im part of Vancouver. This is who I am. Multicultural and
calling right now. I went there and started on Monday. I ethnic we are all independent in our views about
worked there for two years. Im lucky. But positive thinking religion and culture. Vancouver is a land of opportuni-
helps. Then things will happen. ties but its up to you to grab them.
My volunteer work Go to: Links & Resources Cultural Mentoring For Men
I provide cultural mentoring. I take people to hockey
games, take them to concerts local events and outings.
People who arent from here sometimes expect all Cana-
dians to be white. Within a short time, it sinks in that Can-
ada is not all white. We open up their minds and increase
their confidence that I am one of them. For example, Im
Chinese but I am also Canadian. I show them that their
culture also exists here.
18
1.9 Embracing Seniors
Clemencia Gomez came to Canada 17 years ago from Medellin,
Columbia and is now Executive Director of the South Granville
Seniors Centre. Shes passionate about helping seniors find their
way in Vancouver.
My story
When I first came to Vancouver from Latin America, I was a single mother and felt very
isolated. The language was a huge barrier, so the first thing I did was go to an immi-
grant-serving agency and I enrolled in an English as a Second Language course. For me
this was a beautiful personal experience; to see people from all over the world who were
learning just like me, who were homesick like I was. This made me realize that, as human
beings, we are all the same. I also realized how much of a struggle it was for the seniors in
my class to learn a language amongst classmates who were much younger.
What we do
Our Seniors Centre has a program for immigrant seniors once a week. We provide community groups provide recreational activities for the seniors at reduced rates.
puter classes, ESL classes, and exercise classes. After lunch we dance, we sing, we have
parties or we talk. We also help them find information on medical support, and home The challenges
support. If they need more information about housing or how to get a bus pass, for ex- Finding housing for seniors is hard because its costly and many seniors live on a low
ample we help them with that, too. It can be scary for these seniors so we try to make monthly income. Most come and live with their family, which isnt always ideal. Often we
the transition as smooth as possible. Thats why we are here. try to help them apply for social housing, which is housing subsidized by the government.
Right now those seniors pay just 30 per cent of their income, but there are many people
The senior newcomers experience on the waiting list.
It can be hard when you come from your country as somebody and then have to start
over by learning a whole new language and culture. If seniors classes are offered at a My advice
pace that is suitable for them, going slowly, they can learn without the pressures of a big If youre new, look for people from your community first. You can find out about services
English class. Its just more friendly. this way and find support from people that might have more experience than you. By
finding peers who support you in your own community, you can then go on to integrate
Seniors in Vancouver more easily in the larger society.
Vancouver is a beautiful city offering many opportunities for excursions and activities, but
we all know how expensive it can be, especially on a limited or low income. Many com- Go to: Links & Resources Embracing Seniors
1.10 Culture & Heritage
Originally from Cameroon in central Africa, Jacky Essombe
arrived in Vancouver in 2001. A teacher and performer, she
works passionately to help others experience connection and
community as she knows it through African dance and music.
When I first arrived in Vancouver

I was greeted with a welcome to our country and thank you for choosing Canada to
make your home. I was shocked! In Europe where I was living, I was used to having to
wait while they triple checked my passport because I am a black person. When they said
welcome I cried. I was so happy. I did not realize how much it meant to me to be greeted
warmly somewhere, until this happened.
My mission
When I came to Vancouver, I made a commitment to myself that I was going to share my the same space, but interacting with each other and being in the presence of each other.
culture: the African culture. At first I did it to undo the many misconceptions about African When I say being I mean dropping your defenses long enough for our energies to mix.
people and African culture. But the longer I was here the more I felt a sense of isolation When we dance together, when we sing together, we drop our shields and feel the energy
and separation so common in the west, which we do not have in a village setting. There, that unites us all.
life is made by everybody getting together. You need everyone together to create the
whole. So through singing and dancing together, I want to give people the opportunity to Hold on to your culture!
experience that and to feel that connection and community. As newcomers, especially African people, we may think we have to let go of who we were
before and completely embrace the western way of life. I believe that is not true. You have
What African dance and music can offer to maintain your own identity while you are immersing yourself in this new culture. For
I believe that when we dance we are in a vulnerable place. You really cannot hide who me being at home is not just being in Africa, it is more about what I carry within my heart.
you are when you are dancing. It is an act of trust and a gesture of peace to have the Ive created a sense of home wherever I go through dance and bringing African culture
courage to dance with other people. That is the sense we feel in a village. As a teacher, I to others. My advice to you is: come and bring what you have from your own culture and
dont care if you can do the step or not. That is not the point. At the end of the day we are share it here. Do not lose yourself in the process of embracing a western lifestyle. New-
dancing to the same music and feeling the same energy. In a village, everyone is together comers bring a richness, a presence with them that will enrich this community, because of
and not everyone dances the same way. We gain from each other because everyone has their unique cultural identity. If you remember this, you can enjoy a more successful life in
something to contribute. To me that is the experience of community. Not just sharing Vancouver, your new home.
20
Overview: Culture & Heritage
There are many opportunities to learn about, participate in, and contribute to the rich and Links & Resources
diverse cultural heritage of Vancouver.
For additional information, please see 2.10 Organizing
Many cultural communities have established centres in Metro Vancouver. Some are large Events & Connecting Communities.
dedicated centres such as the Chinese Cultural Centre of Greater Vancouver, le Centre
Culturel Francophone de Vancouver, Jewish Community Centre of Greater Vancouver and
Vancouver Italian Cultural Centre. Members of different cultural communities also gather in
smaller centres or more informally at local businesses, community centres, neighbourhood
houses and places of worship.
Maintaining and strengthening connections to ones cultural heritage is important to many

Vancouver families. Many arts and recreation groups, community and cultural centres, libraries,
places of worship, post-secondary institutions and schools have community education
programs offering classes in arts, cooking, language and other cultural practices. These may
also include opportunities to participate in cross-cultural and intergenerational exchanges.
Vancouver has a vibrant arts and culture scene to enjoy and contribute to at different levels,
from amateur to professional. Cross cultural programs and experiences are regularly offered
by arts and culture organizations such as the Cinematheque, The Dance Centre, Museum of
Vancouver, UBC Museum of Anthropology, Vancouver Asian Heritage Month, Vancouver Inter-
Cultural Orchestra, Vancouver International Film Festival and many others.
The City of Vancouver also hosts annual cultural celebrations and commemorative events
at city hall including: Lunar New Year, Black History Month, International Womens Day,
International Day for the Elimination of Racial Discrimination, International Refugee Day, National
Aboriginal Day, Eid, Diwali Festival of Lights, Christmas, Pride Week, and the International Day
of People with Disabilities. These, and many other cultural events and festivals, are increasingly
multicultural with people from diverse cultural communities taking part and contributing.

Links & Resources Links & Resources
Aboriginal Perspectives Appreciating Diversity
City of Vancouver Government of Canada
canada.ca/en/services/culture
First Peoples: A Guide for Newcomers www.cic.gc.ca/english/resources/publications/welcome
vancouver.ca/newcomers
Province of British Columbia - Welcome BC
City of Vancouver - Related Initiatives www.welcomebc.ca
www.gov.bc.ca/mit
www.vancouverdialoguesproject.com
vancouver.ca/people-programs/aboriginal-communities City of Vancouver
vancouver.ca/your-government/urban-aboriginal-peoples-advisory-committee vancouver.ca/people-programs/diversity-and-multiculturalism
vancouver.ca/your-government/multicultural-advisory-committee
Musqueam Nation
www.musqueam.bc.ca Affiliation of Multicultural Societies and Services Agencies of BC (AMSSA)
www.amssa.org
Tseil - Waututh Nation
www.twnation.ca Most Neighbourhood Houses and Settlement Service Organizations also offer sup-
port and programming. Click to 2.8 Neighbourhood Houses and 3.2 Services For
Squamish Nation New Immigrants for further information.
www.squamish.net
Return to 1.3 Appreciating Diversity
Metro Vancouver
www.metrovancouver.org/region/aboriginal
Metro Vancouver Aboriginal Executive Council

www.mvaec.ca/about/members
Return to 1.2 Urban Aboriginal Perspectives
22
Engaging Youth Disability, Accessibility & Inclusion
City of Vancouver - Recreation programs for youth Province of British Columbia - Ministry of Social Development and Innovation
vancouver.ca/people-programs/recreation-programs-for-youth www.eia.gov.bc.ca/pwd.htm
VancouverYouth.ca - Directory of youth programs and organizations Community Living

www.vancouveryouth.ca www.communitylivingbc.ca
Vancouver Public Library - Programs and services for teens City of Vancouver
guides.vpl.ca/teens vancouver.ca/people-programs/accessible-city
vancouver.ca/your-government/persons-with-disabilities-advisory-committee
Vancouver School Board
www.vsb.bc.ca/programs Vancouver Coastal Health
www.vch.ca/home
District Reception and Placement Centre (DRPC)
Engaged immigrant youth program BC Coalition for People with Disabilities
Multicultural liaison workers www.bccpd.bc.ca
Settlement workers in Schools
Community School Teams Canadian Mental Health Association (BC)
www.cmha.bc.ca
Vancouver Coastal Health
www.vch.ca/your_health/youth Most neighbourhood houses and settlement service organizations also offer
support and programming for people with disabilities. Click to 2.8 Neighbourhood
Most neighbourhood houses, community centres and settlement service Houses and 3.2 Services For New Immigrants for further information.
organizations also offer support and programming for youth. Click through to
2.8 Neighbourhood Houses, 2.9 Community Centres and 3.2 Services For New Return to 1.5 Disability, Accessibility and Inclusion
Immigrants for further information.
Return to 1.4 Engaging Youth

Building Bridges For Women Welcoming All Genders & Sexual Identities
City of Vancouver Government of Canada
vancouver.ca/people-programs/women www.cic.gc.ca/english/resources/publications/welcome
vancouver.ca/parks-recreation-culture/facilities-and-schedules
City of Vancouver
Vancouver Coastal Health vancouver.ca/people-programs/sexual-orientation
vch.ca/your_health/women
Qmunity
Pacific Immigrant Resources Society (PIRS) www.qmunity.ca
pirs.bc.ca
GAB Youth Services @ Qmunity
Minerva Foundation www.qmunity.ca/youth/gab-youth-services
www.theminervafoundation.com
Out in Schools
Big Sisters of BC Lower Mainland www.outinschools.com
www.bigsisters.bc.ca/en/Home/aboutus/default
Vancouver Coastal Health
BC Womens Enterprise Centre www.vch.ca/your_health/lesbian_gay_bisexual_transgendered_twospirited
www.womensenterprise.ca
HIM: checkhimout.ca
YWCA
www.ywcavan.org Rainbow Refugee Canada: www.rainbowrefugee.ca
Most neighbourhood houses and settlement service organizations also offer sup- Legit Canada: www.legit.ca/contact
port and programming for women and their families. Click to 2.8 Neighbourhood
Houses and 3.2 Services For New Immigrants for further information. Retun to 1.7 Welcoming All Genders & Sexual Identities
Return to 1.6 Building Bridges For Women
24
Cultural Mentoring For Men Embracing Seniors
City of Vancouver Recreation, social, cultural programs and facilities Government of Canada
vancouver.ca/parks-recreation-culture/facilities-and-schedules www.cic.gc.ca/english/resources/publications/welcome
Vancouver Public Library (VPL) Man in the moon program Province of British Columbia - Seniors BC
vpl.ca or call 604-331-3603 SeniorsBC.ca
Seniors Guide: www2.gov.bc.ca/gov/topic.
Vancouver Coastal Health page?id=442A501304294470A793668B377B32C3
vch.ca/your_health/men Resources for seniors: www.servicebc.gov.bc.ca/seniors
Big Brothers City of Vancouver

www.bigbrothersvancouver.com vancouver.ca/people-programs/seniors
vancouver.ca/your-government/seniors-advisory-committee
MOSAIC - Connecting fathers program
www.mosaicbc.com/family-programs/family-programs/connecting-fathers BC Housing: www.bchousing.org/Find/Senior
Most neighbourhood houses and settlement service organizations may offer Vancouver Coastal Health
support and volunteer opportunities for men. Click to 2.4 Be A Volunteer, www.vch.ca/your_health/seniors
2.8 Neighbourhood Houses and 3.2 Services For New Immigrants for further
information Further Community Resources For Seniors, Seniors Centres And Groups
Return to 1.8 Cultural Mentoring For Men 411 Seniors Centre: 411seniors.bc.ca
Kerrisdale Seniors Centre: www.kerrisdalecc.com/seniors-centre
South Granville Seniors Centre: www.southgranvilleseniors.ca
South Vancouver Seniors Hub: www.theseniorshub.org
West End Seniors Network: wesn.ca
Most neighbourhood houses and settlement service organizations also offer

support and programming for seniors. Click to 2.8 Neighbourhood Houses and
3.2 Services For New Immigrants for further information.
Return to 1.9 Embracing Seniors

CHAPTER 2: Neighbourhoods & Getting Involved
We encourage each other to live up to our potential and find

happiness in being together. To not just live here, but embrace this new
country. And to contribute! We encourage each other to do better.
- Juvy Ebrano, originally from the Phillippines, moved to Vancouver four years ago
26
2.1 Getting Oriented
2.2 Exploring Vancouver
2.3 Getting Around (transportation)
2.4 Be A Volunteer
2.5 Food & Community Gardens
2.6 Parks & Beaches
Video 2.1 - Neighbourhoods & Getting Involved 2.7 Vancouver Public Libraries
youtu.be/7nRpwgb53v8
2.8 Neighbourhood Houses
2.9 Community Centres
2.10 Organizing Events &

Connecting Communities
27
2.1 Getting Oriented
Overview Links & Resources

Province of British Columbia
When you move to a new city, it takes a while to get used to things and find your local services www.welcomebc.ca
and shops. Vancouver is famous for its beautiful natural setting and more than 190 parks. www.hellobc.com/british-columbia
Its surrounded by water on three sides, with a mountain range to the north. Looking for the
mountains is the easiest way to figure out where you are. City of Vancouver
vancouver.ca/green-vancouver/geography
There are countless online and in-person resources you can use to get oriented, even if you
Metro Vancouver
dont speak English. Dont be shy to ask people questions. English and French are the countrys www.metrovancouver.org
two official languages, but youll hear people speaking all sorts of languages here, because
almost half of the people living in Vancouver are immigrants.
The City of Vancouver is 114 km, with a population of 603,502 (in 2011). Metro Vancouver,
which includes Burnaby, Surrey, North Vancouver and Richmond, is made up of 22 municipali-
ties altogether, one electoral area, and one treaty First Nation. This larger area is also known as
the Lower Mainland. Metro Vancouver is 2,877 km in size and is home to 2,590,921 people (in
2011).
Canadas third largest city, Vancouver is consistently rated one of the worlds top cities. Because
of its location on the Pacific Ocean the temperatures here are milder than most Canadian cities.
It seldom snows in winter or gets extremely hot in summer. This also means it rains a lot in
winter. Newcomers from hot countries may benefit from using extra full-spectrum lights in their
homes and offices.
Sites such as the totem poles at the University of British Columbia and in Stanley Park and the
Maritime Museum on Kits Point can teach us about the origins of our city, its First Peoples, and
the ways in which the settlers changed the local ecosystem and landscape. Now, Vancouvers
many multicultural centres and festivals teach us about the global community that continues to
enrich Vancouvers culture and help to make it a world-wide destination for travel, business, and
immigration.
28
LIONS
Map: Metro Vancouver
BAY
ELECTORAL AREA A
BOWEN NORTH VANCOUVER

ISLAND WEST VANCOUVER
DISTRICT
ANMORE
NORTH
VANCOUVER BELCARRA COQUITLAM
CITY
PORT
MOODY
PITT MAPLE RIDGE
PORT MEADOWS
BURNABY COQUITLAM
VANCOUVER
NEW
WESTMINSTER
W E
RICHMOND
S
SURREY
DELTA LANGLEY
CITY LANGLEY
LEGEND TOWNSHIP
Urban
Industrial & Mixed Use
Parks, Agricultural & Rural TSAWWASSEN

Major Roads
WHITE ROCK 29
2.2 Exploring Vancouver
Overview Links & Resources

Its no secret that Vancouver is a rainy city. It was built in a temperate rainforest ecosystem and City of Vancouver
might rain anywhere from six to fourteen days a month. Fortunately summer is usually warm vancouver.ca/green-vancouver/areas-of-the-city
and sunny. Thats when people get outside to enjoy festivals, live music, restaurant patios, and vancouver.ca/parks-recreation-culture
free outdoor movies. Province of British Columbia - Hello BC
www.hellobc.com/british-columbia/things-to-do
No matter what the weather, its a shame to stay inside with so many cultural activities and www.hellobc.com/vancouver
events available. You can watch buskers perform on Granville Island; go shopping on Main
Street or in Gastown; have chai and sweets at the Punjabi Market or dim sum in Chinatown; Tourism Vancouver
www.tourismvancouver.com
explore Commercial Drive or the West End; or, play beach volleyball at Kits Beach or swim at
Spanish Banks. Vancouver Public Library
Cultural Access Pass
Countless amazing day trips are possible, both inside and outside the city limits: art galleries, www.vpl.ca/events/details/cultural_access_pass
museums, beaches, parks and mountains. Catch a ferry north to the Sunshine Coast or west Inspiration Pass
to the Gulf Islands. You can ski, swim and sail all in the same day. Theres so much to do for pwp.vpl.ca/inspirationpass
everyone.
Granville Island
granvilleisland.com
Once you have a Vancouver Public Library card, you can borrow a Vancouver Inspiration Pass,
which gives you free family admission to popular attractions, museums, heritage sites, gardens, Bored in Vancouver
fitness facilities and musical performances. www.boredinvancouver.com
Event listings can be found in newspapers, magazines and on tourism websites, but local blogs
like Vancouver is Awesome and Scout Magazine report on exciting things that are beyond the
tourist destinations.
30
Note: For planning and statistical purposes, the City
of Vancouver has historically divided the city into 22
local areas, as shown on this map. However, some
neighbourhoods do not correspond to these boundaries,
Map: Vancouvers Neighbourhoods and are therefore not shown, such as the Downtown
Eastside, Yaletown and Champlain Heights.
mountains
NORTH VANCOUVER
ocean valley
river BURRARD
INLET
Neighbourhoods
WEST END
ENGLISH
BAY
DOWNTOWN
HASTINGS-SUNRISE
STRATHCONA
GRANDVIEW-
WOODLAND
KITSILANO
WEST MOUNT
POINT PLEASANT
GREY FAIRVIEW
U.B.C.
BURNABY
SHAUGHNESSY
RENFREW-
SOUTH COLLINGWOOD
CAMBIE KENSINGTON-
ARBUTUS-
RIDGE CEDAR COTTAGE
DUNBAR-
SOUTHLANDS RILEY PARK
KERRISDALE OAKRIDGE
VICTORIA- KILLARNEY
FRASERVIEW
SUNSET
LEGEND
CH
Vancouver City Hall MARPOLE
SOUTH
SkyTrain E KENT AV
Parks & Gardens
E KEN
T AV SO
UTH
Urban & Industrial B-Line Bus
Major Streets SeaBus

VANCOUVER
INTERNATIONAL 31
AIRPORT
RICHMOND
Adapted from Statistics Canada, 2011 Geographic Boundary Files, 2011 Census.
Exploring Vancouver
Favourite things to do on a rainy day...
Juvy Ebrani, from the Philippines Miguel Testa, from the Philippines
I like to [hike] the Grouse Grind. The rain Id take a date to Gastown to have a coffee
doesnt stop me, its nothing compared to somewhere. The not so fancy coffees will
the Philippines. Its fabulous to be outside cost you less than $10 for two.
in the rain.
Ruth Suarez, from Mexico Ajay Puri, from Manitoba
I read, watch TV, or go to the mall. Or I like I like going to annual art events like the
to do something with the kids. Often we Eastside Culture Crawl and The Drift on
go to a community centre. There is always Main Street. Go to all the art galleries and
something to do [there]. They like the arts. see what happens...
Agnes Tsang, from China Valeria Mancilla, from Mexico
I like swimming if its not raining too My son loves to paint rocks. We pick them
heavily. Many people in Vancouver like to up when it is raining. I came from a hot
walk in the rain. Kensington Park is my city. My son, because he is growing up
favourite park. Even the rainy days when here, doesnt care about rain. He wants to
you feel sad, why not? Treat it like any go out. He takes me to outdoor markets
other day? Might as well get out. so that I can still feel a piece of my
country.
32
Aerial view of Vancouver
33
2.3 Getting Around (transportation)
Ileana Costrut immigrated from Romania with her parents and
brother when she was 13. She now works at the University of
British Columbia (UBC) helping to integrate sustainability into
academic programs. Shes one with her bike and loves to find
different ways of getting around town including bringing it on
public transit.
Why we immigrated
Romania used to be a communist country. Right after the revolution in 1989, my parents
had high hopes that things were going to change but not very much changed in the coun-
try. My dad was very disappointed. As a ships captain, he was one of the few people who
could leave the country during the communist regime. He could see how people lived in
other places, and wanted better opportunities for my brother and me.
My relationship with transit out the different routes just for fun. Its very easy to get around Vancouver by bike. I think
When we lived in Romania, we didnt really have a car. It was kind of a choice my parents its one of the most bike-friendly cities that Ive been to. Even the drivers are nicer and
made. So when we came here we eventually got a car but we only used it for long dis- understanding. They dont honk at me if I am taking part of the lane or taking a bit longer.
tance trips. In the city we used public transit. It was very easy for me because the transit
system here is so nice and organized. In Romania the trolley buses were packed! Here,
Favourite bike routes
everyone is so nice. You can ask people directions and not worry that you are going to
I love Ontario Street because of the views. You see all of the mountains and the heritage
be robbed on the bus. Here you dont really have to think about those things. Also, transit
homes with a lot of gardens. I also love 37th between Main and Victoria. It has little hills
arrives on time.
and sidewalks that are only open to cyclists. Flowers are grown in these [boulevards]. Its
really beautiful.
My first bike
When I was going to university, my mum bought a bike at a garage sale. This one only
Being local means
had two gears. Since I didnt know anything about bikes, other than how to ride one, I
Being able to get around. Its freedom and fresh air - you just feel really good. My
didnt know it wasnt a good bike. Eventually, my bike was stolen and a friend gave me his
favourite part of the day is my commute. I love to feel the seasons change. Its so easy to
old one. This bike was amazing because it had gears. Going up hills was such a different
get around. Anything I need to do, I can get there. There are many ways to get around the
experience and I loved it. Now I bike everywhere. I can take my bike on transit easily, and
Greater Vancouver Area (GVA).
the bike routes are awesome. I really like having the BC Transit foldable map. I like trying
34
Overview: Getting Around Links & Resources
People here like to walk as much as possible; it helps the planet and is an excellent form of exercise. If you do, TransLink - Transit system for Metro Vancouver
be sure to pay attention to traffic and obey pedestrian crossing signs, especially at night. Wearing dark colours www.translink.bc.ca
makes you hard to see. Always cross at an intersection anywhere else is illegal.
Translink Videos
Cycling is a great option because of Vancouvers extensive bikeway system. Use the websites to plan routes with youtube.com/user/translink
the least amount of traffic or elevation gain. A bicycle route map is available for free at Vancouver City Hall.
HandyDART - A service for passengers with physical or
Read up on the rules and regulations before riding. For example, its illegal to ride on sidewalks and to ride without cognitive disabilities
a helmet. Warn pedestrians when youre passing them and be cautious in traffic its hard to stop in the rain and www.TransLink.ca/en/Rider-Guide/Accessible-Transit/
electric cars are nearly silent. HandyDART
Public transit is an excellent choice. TransLinks integrated system includes buses, SkyTrain, SeaBus and the West ICBC Drivers licences and car insurance
Coast Express, a commuter rail service. Paper schedules are available around town, or online through TransLink. www.icbc.com/driver-licensing/moving-bc
bc.ca. This site offers a wealth of helpful resources such as schedules, fares and route information, but it also
explains how to request a stop, transport a bicycle, or have proper transit etiquette (manners). City of Vancouver - Transportation information
vancouver.ca/streets-transportation
To drive in Vancouver you must have a valid BC Drivers Licence, but you dont necessarily have to own your own
car. Car sharing companies like car2go, ZipCar and Modo rent them out by the hour or day. UBC Cycling routes in Metro Vancouver
www.cyclevancouver.ubc.ca/cv
For both passengers and drivers, carpools and ride shares are available throughout the city. Its also a good idea
to keep the number of a local taxi cab company with you, just in case you ever need to get somewhere as soon as Car-Free Outdoor Guidebook
possible. www.car-free.ca
Vancouvers Taxi Saver Program provides a 50 per cent subsidy towards the cost of taxi rides to seniors who are
registered for HandyDART, TransLinks door-to-door shared-ride service for people with disabilities.
You dont need a car to get out of town and explore nature. Brian Grovers Car-Free Outdoor Guidebook offers
information about more than 90 trips in Southwestern BC.

2.4 Be A Volunteer
Ruth Suarez emigrated from Mexico in 2001. Shes a domestic
abuse survivor who now volunteers at the crisis line at Battered
Womens Support Services (BWSS). Previously she helped with
other domestic violence groups at Kiwassa Neighbourhood
House, where she still volunteers. She also volunteers at Frog
Hollow Neighbourhood House. Ruth and her husband have two
young sons.
Moving to Canada
I finished my bachelors degree in tourism and studied English in Mexico, but it wasnt
very good so I thought, Ill go to Canada and practice my English. I stayed because I fell
in love. I got married. It was very hard to adjust because my English wasnt very good and
my education in tourism was not recognized. I didnt have any Canadian experience. I had
no local contacts and no back up. I was on my own, I had to start all over.
Volunteering opened doors for me Advice to newcomers

I know how it feels to be in that situation when you have no friends and it seems like the Dont feel lonely. There are a lot of amazing people out there at neighbourhood houses
end of the world. Last year I volunteered with a group at Kiwassa for women dealing with and community centres. You can go there and volunteer. Volunteering is the best way to
domestic violence. I also volunteer at Battered Womens Support Services. I just finished get to know the system. People are going to get to know you. Youre going to get Canadi-
my training there and started my practicum for the crisis intake lines. People were there an experience and learn how things are supposed to be done here.
for me. Those things you never forget. So, I felt the need to give back to help other people
like I was helped. Looking back
Now I feel strong and happy. I feel I am in the position where I now can help others. Thats
Vancouver appreciates its volunteers why I volunteer.
Every year there is a big dinner at the neighbourhood house and they make you feel so
special. Every neighbourhood does it. You can invite your family. They treat you like a
guest. They recognize you in front of everyone and they give you a gift. Everyone is so
thankful and hugs you. When I received my volunteer diploma, my kids were so proud of
me. Its very rewarding.
36
Overview: Be a Volunteer Links & Resources
City of Vancouver Volunteer opportunities
Do you want to get more connected in your community? Do you have interests or talents you vancouver.ca/people-programs/volunteering
want to develop or share? Would you like to build your skills or experience to be better able to
find employment? Volunteer BC
www.volunteerbc.bc.ca
Volunteering is an important part of Canadian life and culture and has many benefits. These
benefits include: Volunteer Canada
volunteer.ca
satisfaction and pride in helping the community, Get Involved

opportunities to make new friends and to learn more about whats going on, and www.getinvolved.ca
training, work experience and possible references for future paid employment.
Get Involved Quiz
Community organizations throughout Vancouver welcome volunteers and are looking for www.getinvolved.ca/vquiz/english
Testimonial Compilation
someone just like you. People of all ages, cultures and backgrounds are making a difference as qmediasolutions.com/file/gi12-102_compilation4-1/
volunteers. Contact your local community organization and ask about volunteer opportunities.
You might feel shy at first, but you will meet many people just like yourself and your help will be
much appreciated.
Most neighbourhood houses and settlement service organizations also offer opportunities for
volunteering. Click through to 2.8 Neighbourhood Houses and 3.2 Services For New Immigrants for
further information.

2.5 Food & Community Gardens
Maximo Morales moved to Vancouver from Guatemala 17 years ago. He
works full time and enjoys gardening at his familys community plots around
the city in the evenings or on weekends.
Gardening keeps a heritage alive ple, we thought we would be buying all our vegetables
Weve been working the Mayan Garden at the University instead of growing our own. We never expected to
of British Columbia for almost 10 years. They give us an have this land. Now, we feel a part of community with
acre of land to work with other families on the weekends. others as we share knowledge through planting and
We love working in the garden and we want to plant our harvesting seasons. Weve met like-minded people
own traditional Guatemalan vegetables - corn, beans, who come to escape the stress and busyness of the
squash - because we cant find them in the stores here. city and find peace with the land. Sometimes when we
are there we forget we even live in a city.
Theres one you can use as a medicinal plant, the hierba
mora. You can cook it, you can use for salad, and this one Advice for newcomers
has lots of calcium. Theres one you call Ruda in Span- You have to be patient. Sometimes youll want to do
ish. We have rosemary. We plant sage, too. We go and something but you cant. At first I was looking for a
get them from Lillooet. We use some of them for Mayan job and there were jobs, but you have to speak
ceremonies; we burn them. English to have a job. So first of all you have to learn
the language.
We have a garden in Collingwood and one in our neigh-
borhood at Grouse Point. We like this one because its I felt local when...
close to our home. It doesnt matter where. The thing is, I think after a few years. Now sometimes we dont
we love working in the garden. We love working with the think about our country as much. Of course, at the be-
soil. ginning, we had problems adapting to the new culture
and the new climate. After several years, we were OK.
Building connections through gardens But the beginning, it was very hard for us, especially
When we first moved here we thought we would never because we couldnt speak English. That was one
have the same closeness to mother earth that we had in of our problems to communicate with people in
Guatemala, that it would be lost to the city life. For exam- Canada.
38
Overview: Food & Community Gardens Links & Resources
Newcomers often like to find foods theyre familiar with. Luckily, Vancouver City of Vancouver
vancouver.ca/people-programs/food
is extremely culturally diverse and offers many wonderful ethnic stores and vancouver.ca/people-programs/growing-food
restaurants. Foods from around the world are readily available, but you may vancouver.ca/people-programs/community-gardens
have to explore different neighbourhoods to find your favourites.
Vancouver Farmers Markets
Some people use the local community gardens to grow some of the fruits www.eatlocal.org/markets.html
and vegetables they loved back home. Urban farming is a big focus here,
Foodbank
and there are many resources available to help you get your own plot or www.foodbank.bc.ca
grow container gardens on your balcony.
Village Vancouver
If you have enough land, you might even consider getting permits, renting www.villagevancouver.ca
a booth at a local market and selling your products to the public. People in
Vancouver love shopping at local farmers markets. That way they know the City Farmer
www.cityfarmer.info
produce is fresh, and often organic. Plus, they prefer to support the local
farmers directly. Vancouver Urban Farming Society
www.urbanfarmers.ca
Non-profit groups like Neighbourhood Food Networks (NFN) and Village
Vancouver support Vancouver area food producers and help provide access UBC Farm
to information, social gatherings and land. ubcfarm.ubc.ca/teaching-learning/indigenous-initiatives
Video: Tourism BC - Farmers Markets in Vancouver,

For people in need, the Greater Vancouver Food Bank Society provides www.youtube.com/watch?v=we9bhj-GkMY
staples like canned food and dry goods for up to 25,000 members each
week.

2.6 Parks & Beaches
Berenice Freedome is a writer who moved to Vancouver in 2008
from Calgary, via Ontario. (She took the scenic route).
Favourite things about Vancouver

I love the coast and the way the city is integrated with nature. Theres always free outdoor
entertainment including music and cultural festivals, great buskers performing for tips on
Granville Island, and free movies in the parks. Plus, you can get on the seawall and bike
or walk or run for hours, but youre almost always beside the ocean or in the forest so its
absolutely breathtaking every step of the way even in the rain, if youre dressed for it.
yoga. Going to my Saturday morning class overlooking False Creek is one of the high-
Were lucky to have so many wonderful off-leash areas like Trout Lake, where dogsand lights of my week. Some of the parks provide free basketball or tennis courts, baseball
dog ownerscan socialize. diamonds and even beach volleyball. Theres no excuse for not getting outside. During the
summer, the drum circles on the beach can be quite fun. You can go for a dip in the ocean
to cool off, then dance until youre dry. The circles are inclusive and welcoming and the
Discovering nature beach setting in Stanley Park or at Spanish Banks are idyllic. Even just relaxing on a park
Ive recently discovered trail running. Its so much more fun to get exercise in a gorgeous
bench can be a nice way to meet new friends.
natural setting. The air out there smells wonderful. Im a big fan of Pacific Spirit Regional
Park and Stanley Park.
Advice to newcomers
Wear natural fabrics in layers and get a lightweight raincoat you can roll up and keep with
I felt local when... you. Carry around a water bottle and reusable grocery bags, too. Plastic bottles and bags
I started making more friends and having dinner parties. For shy people like me, its not
are unpopular in this eco-minded city.
easy to establish friendships here, but once you do, everything seems to open up.
Were blessed to live in such a safe city, but its still important to be mindful of where
A few highlights youre going and aware of whats happening around you, particularly in parks and dense
Vancouver offers gorgeous beaches, nature walks, incredible restaurants, and world-class urban areas.
40
Overview: Parks & Beaches A public seawall path runs alongside the Links & Resources
ocean so you can enjoy walking, running,
rollerblading, or cycling with a scenic view Province of British Columbia Provincial Parks
Vancouver is an active city built on a coastal
and sometimes even catch a glimpse of www.env.gov.bc.ca/bcparks
temperate rainforest so its parks get very
busy. Even in the rain! wildlife such as seals or herons. City of Vancouver
vancouver.ca/parks-recreation-culture
There are over 200 City-run parks, beaches Vancouvers beaches are enjoyed by residents vancouver.ca/parks-recreation-culture/things-to-do
and cultivated gardens where you can relax, and visitors alike. They all have their own
character. Visiting Vancouvers beaches is a Metro Vancouver Regional Parks
play, picnic or just appreciate the flowers, www.metrovancouver.org/services/parks_lscr
trees and wildlife. Vancouvers most famous must. Check out English Bay, Jericho Beach,
park, Stanley Park, is a 1,000-acre landmark Kitsilano Beach, Locarno Beach, Second Tourism BC
where you can enjoy stunning views of Beach, Spanish Banks, Sunset Beach and www.hellobc.com
Burrard Inlet. Other destination parks are Third Beach. These are great destinations
Queen Elizabeth Park and Hastings Park (this to go swimming in the summer, go for long APPS Park-finder
walks and fantastic places for family outings. cfapp.vancouver.ca/parkfinder_wa
is where the Pacific National Exhibition (PNE)
is located). For destination/cultivated gardens, Many places are set up so that people can
visit the VanDusen Botanical Garden, Bloedel enjoy picnics and barbecues. You can also
Conservatory or the Dr. Sun Yat-Sen Gardens. explore and enjoy the fantastic watersport
opportunities that Vancouver has to offer.
Many parks offer childrens playgrounds or
water spray parks. They also offer a variety Vancouver has three public outdoor swimming
of recreational areas such as soccer fields pools located at the waterfront - Kitsilano
and tennis courts. Family events happen at pool, New Brighton pool and Second Beach
various times throughout the year. Throughout pool.
the summer people enjoy the beaches, free
outdoor movies, weekly drum circles, or
live music events like the annual folk music
festival.

2.7 Vancouver Public Libraries
Three years ago, Frances Huang moved to Vancouver from
China with her eight-year-old son. Shes currently studying
accounting and is a part-time ESL teaching assistant through
Pacific Immigrant Resources Society (PIRS). She loves sharing
her passion for books with her son and her students.
Arriving in Canada
I came to Vancouver to start a new life for my son and me. When I first got here, it was
good. It was like people said it would be: a honeymoon period. Then all sorts of challeng-
es came up. As a single mom, it was hard to balance finding a job, improving my English,
learning technical skills as well as looking after my son without any help at first. It was
very hard.
My first step forward

Ive always loved books, so when I arrived here I searched to find the nearest library to my
home. Fortunately there were two. Within a week of landing in Vancouver, I applied for a
library card for me and for my son. We were so happy. I called my parents and told them
about all kinds of books you could borrow. Instantly, the library felt like a second home.
Giving back
ESL book club I also joined two programs at PIRS. They needed an ESL outreach worker [teachers as-
I joined the librarys ESL book club. There were other newcomers from all over the world. sistant]. I applied for the job and they gave me a chance! I was so happy because people
We all had different perspectives on the books because of our different backgrounds. It have helped me and I wanted to help people too. We take our students on field trips to the
was really nice. Gradually, I improved my English. A year later, I joined the regular En- library so they can apply for library cards. Once they have a card, they can have access
glish-speaking book club. It was quite amazing and quite a challenge. In the meantime, to all the many resources and books available to ESL students - everything from learning
my son participated in the childrens summer reading book club. He loves reading too. English to job hunting. I feel very fortunate that I can combine my passion for the library
with my work helping other newcomers.
Other ways to use the library
From the library, you can find all kinds of resources. I found out about the South Van- A fun way to see Vancouver.
couver Neighbourhood House. I joined their YWCA Single Mothers Support Group. I Two years ago, I decided to take my son to visit all of the libraries. There are 22 branches
also joined a job readiness program and learned to write resumes and cover letters. Its in Vancouver. They are like tourist sites. After our visit to the Kitsilano library, we bought
totally different from China, so I needed to learn a new way. My son and I also received donuts, then sat on the beach and read the books wed borrowed from the library. A great
the Inspiration Pass through the library. Its a free pass to see many Vancouver sights that way to get to know the city!
would otherwise be too expensive for newcomers. My favourite place was the Museum of
Anthropology. 42
Overview: Vancouver Public Libraries Links & Resources
The Vancouver Public Library (VPL) is an excellent source of free Vancouver Public Library (VPL)
www.vpl.ca
information and support for newcomers.
Branches
The 22 library branches throughout the city loan out books, magazines, www.vpl.ca/branches
CDs, DVDs, and eBooks, and also offer a wide range of online resources ESL Resources
and programs. For example, the Vancouver Inspiration Pass will give you guides.vpl.ca/content.php?pid=173284&sid=1457916
and your family free access to cultural and recreational opportunities Skilled Immigrant Info Centre
skilledimmigrants.vpl.ca/index.php/infocentre
throughout the city for a two-week period. Inspiration Pass
pwp.vpl.ca/inspirationpass
Library staff can help you find information in many different languages on Cultural Access Pass
almost any topic. Your library card will let you access more than 2,200 www.vpl.ca/events/details/cultural_access_pass
digital newspapers from 97 countries in 54 languages. For those who cant Calendar of Events
read well, the VPL website can even read the newspaper to you. www.vpl.ca/calendar
Province of British Columbia - New to BC - Library Link for Newcomers

Children of all ages enjoy story times and other events like the award- NewtoBC.ca
winning Man in the Moon early literacy program for toddlers and their dads
or male caregivers.
Plus, the library offers free classes such as basic computer or job search
skills. Free library tours can teach you how to make the most of the librarys
services for specific searches such as English language training.
Visit the VPL website to find out how to get a library card and read about
the many outstanding library services and programs. Learn how to get
started (now available in eight languages).

2.8 Neighbourhood Houses
Originally from the Philip-

pines, Juvy Ebrano moved
to Vancouver four years ago
from Toronto, where she lived
for three years. Shes now a
part-time program assistant
at Kiwassa Longhouse Out of
School Care.
44
The biggest adjustment moving here How I help my neighbourhood
The weather. In the Philippines, we dont have winter so were not Immigrants like to stick together like family as we all integrate
used to the harsh climate. Also, I dont have family here to anchor together into Canadian society. To help with this, I created a group
on, so becoming part of a community was very important. called Caregiver Connection for other caregivers in the commu-
nity three years ago.
Enter Kiwassa Neighbourhood House
A neighbourhood house is like a mother, it helps you explore and And with the skills I learned from the Community Leadership
spread your wings. I always consider it a place of great possibility. Program, our group got a grant from the Vancouver Foundations
It helps you anchor to what you can become and how you can be Neighbourhood Small Grants to host a Halloween Costume Party.
of help to yourself and others. You can train to be a better person We dont celebrate Halloween back home. So, for most of the
and contributor to the community. participants, it was their first time wearing a costume and was a
fun way to learn Canadian culture. The grant helps people come
There are a lot of resources here. Its an amazing place! For ex- together and learn new things. We encourage each other to live
ample, there are programs for seniors, Internet access, child care, up to our potential and find happiness in being together. To not
ESL, and so much more. If you want to meet up with friends and just live here, but embrace this new country. And to contribute! We
do crafting or cooking you can do that here! Its like a big living encourage each other to do better.
room. People are very welcoming and very helpful. I first came
to the neighbourhood house to volunteer in the food program, My advice
then the child care program and the front desk. Its a wonderful Have a role model in mind. Be near to those people who you want
opportunity to meet people and have a meaningful experience. to become and talk to them and see how you can become like
I now work here and Im very proud to be part of the Kiwassa them. The success of a neighbourhood depends on how involved
Neighbourhood House family. the people in the community are. Its important to go out and help
the community to grow for the better.
Juvys neighbourhood house experience
There are a lot of workshops for you to take here. The neighbour-
hood house helped me to explore my potential. Three years ago
they had a leadership workshop I was one of the participants. It
helped tremendously. I learned how to apply for a grant. I learned
everything from planning, creating, organizing with others, and
how to prepare an application before an event. It was hands-on
and a real springboard for me.

MAP: Vancouvers Neighbourhood Houses
mountains
NORTH VANCOUVER
ocean valley
river BURRARD
INLET
Neighbourhood Houses
ENGLISH
NH
Gordon NH
Kiwassa
BAY
Downtown
Eastside
NH
NH
Kitsilano NH Frog
Hollow
U.B.C.
NH
Mt. Pleasant
BURNABY
Little Cedar
Mountain
NH
NH
Cottage
NH
Collingwood
NH South
Vancouver
LEGEND
NH
Neighbourhood Houses
NH
Marpole E KENT AV
SOUTH
Parks & Gardens Rapid Transit
E KEN
T AV SO
UTH
VANCOUVER 46
Major Streets Sea Bus INTERNATIONAL
AIRPORT
RICHMOND
Overview: Neighbourhood Houses Links & Resources
Association of Neighbourhood Houses of BC
Canada prides itself on being a peaceful nation thats welcoming to people from all over www.anhbc.org
the world. A great way to get to know Canadian culture is to learn about Vancouvers other
ethnic cultures, and find ways to contribute to community life. Vancouver Family Connections - Links to most programs and family places
www.vancouverfamilyconnections.org
A neighbourhood house is a welcoming place where you and all area residents are invited
Cedar Cottage Neighbourhood House
to drop in, get information, participate in programs, and spend time sharing ideas. Theyre www.cedarcottage.org
non-profit agencies that offer a broad range of free or low-cost services and programs for
families and people on their own. Collingwood Neighbourhood House
www.cnh.bc.ca
Their programs offer something for everyone in your family. Theres a playgroup for
Downtown Eastside Neighbourhood House
young kids, homework help and social events for children and youth, child care and www.dtesnhouse.ca
parenting help for mom and dad, and social activities for seniors.
Frog Hollow Neighbourhood House
Some of the houses events include community breakfasts, game nights, cooking classes, www.froghollow.bc.ca
or multicultural drop-in nights even fresh food and clothing exchanges. Join in for
Gordon Neighbourhood House
monthly potluck dinners and family nights. www.gnh.vcn.bc.ca
Neighbourhood houses also offer settlement services for new Vancouverites. Go in and Kitsilano Neighbourhood House
ask about ways to study or practice English, get help finding employment, or register for www.kitshouse.org
volunteer or leadership training.
Kiwassa Neighbourhood House
www.kiwassa.ca
Youre always welcome to go in and ask questions, or get referrals to other Canadian
services. The staff and volunteers at your local neighbourhood house speak many Little Mountain Neighbourhood House
languages. Many of them are immigrants themselves and know how to make the most of www.lmnhs.bc.ca
a new life in Canada.
Mount Pleasant Neighbourhood House
www.mpnh.org
Marpole Neighbourhood House

www.marpoleplace.ca
South Vancouver Neighbourhood House

www.southvan.org

2.9 Community Centres
Heather McCrae is a freelance

writer/director and mom of
twins Rupert and Nathaniel.
She and her husband Neil
have lived in Hastings Sunrise
since 2010. They both moved
from Alberta.
48
I felt local... share with others and socialize. As for me, Overview: Community Centres
When I became a mom. Because I was weve gone so much that I look forward
able to meet other moms and other to going because, chances are, Ill know Vancouvers community centres and recreation facilities are great places to stay
moms made me feel like I could get out. some of the parents there and we can active, learn new skills and meet people. Theyre City-owned facilities where people
There is so much to do with your kids, and catch up. Its a great feeling of community can meet for social, cultural, or recreational purposes.
when you go and take your kids places, thats building in and around my childrens
you meet other people. Thats how I needs. Vancouver s 24 community centres, 13 indoor and outdoor pools and eight rinks
felt welcome in Vancouver and made a offer a broad range of services for all ages and interests. Many community centres
network for myself. My community centre Favourite things to do with my kids have fitness centres. You can even find a climbing wall or pottery studios in some
was the start. There are age-appropriate around Vancouver community centres. With facilities conveniently located across the city, you can swim,
things to do at every level from newborn I love to go to the parks and explore the exercise, skate, practice martial arts and yoga, learn ballroom or Bhangra dancing,
to toddlers to adolescent to adults. Theres different plants with them. My kids, before play a new instrument, or be inspired by a range of creative arts programs, all in your
dance, music and art, they learn to think the age of two, can talk about rosemary, neighbourhood.
outside of the box. Its all affordable and a poppies, fennel, sage, lavender. This grows
great way to meet other families. wild in the parks and neighbourhoods. I Register for a program or enjoy some classes on a drop-in basis. These facilities
love that. provide a great place to meet, mingle and celebrate with friends and family for all
Favourite things to do at the occasions. Many also provide childcare options and activities for busy families.
community centre My advice
Regularly, we drop in on the parent and tot Find out where your local community Many community centres offer subsidized programs/events for children, youth and/
gym program. Its so much fun for them recreation centre is and sign up for or seniors. Community centres usually offer after-school programs, day camps or
and me. There are cars and blocks and things that interest you. Vancouvers childcare activities as well as family programs.
miniature houses they can play with. On community centres are the heart of every
the weekends, some have blow up bouncy neighbourhood. Meet and make friends People of all ages are getting active and enjoying universal access to recreation
castles to jump in. Ive watched my kids go while learning pottery, salsa dancing, programs and services in Vancouver with the Park Boards OneCard system-wide
from shy little guys to outgoing confident swimming. Or maybe host a family pass. The customizable pass is available across the Park Board network at all rinks,
toddlers. Its great to see them learning to reunion or a party in their common room. pools and community centres throughout the city at no cost. The OneCard can be
loaded with a 10-visit pass or Flexipass options, and includes a built-in 50 per-cent
Leisure Access Program subsidy for qualified Vancouverites with financial barriers.
Community centres provide newcomers the opportunity to meet new people,

experience new activities and make new friends.

MAP: Vancouvers Community Centres
mountains
NORTH VANCOUVER
ocean valley
river BURRARD
INLET
Community Centres West End

CC
Coal Harbour
CC
ENGLISH
BAY
CC Ray-Cam CC
Hastings
CC
Strathcona
Roundhouse CC
Britannia
CC
CC
West Point Grey CC
Creekside
CC
False Creek
CC
Mt. Pleasant CC
U.B.C. Kitsilano
Thunderbird
CC
Trout Lake
BURNABY
CC
CC
Douglas Park Renfrew
CC
CC
Dunbar CC
Hillcrest
CC
Kensington
CC
Kerrisdale
CC
Killarney
CC
Sunset
LEGEND
CC
Marpole-Oakridge
CC
CC
Community Centres Champlain
Heights
SOUTH
SkyTrain E KENT AV
Parks & Gardens
E KEN
T AV SO
UTH
VANCOUVER 50
Major Streets SeaBus INTERNATIONAL
AIRPORT
RICHMOND
Links & Resources
City of Vancouver
Follow this link for a comprehensive directory of all

Community Centres and Recreation Facilities
vancouver.ca/parks-recreation-culture/community-and-
cultural-centres
Facilities and schedules

vancouver.ca/parks-recreation-culture/facilities-and-
schedules
Leisure Access Program

vancouver.ca/parks-recreation-culture/leisure-access-card

2.10 Organizing Events & Connecting Communities
Ajay Puri came to Vancouver

from Manitoba 16 years
ago and has ancestry from
Kashmir, India. Being in a city
as beautiful and as diverse
as Vancouver for half his life
has really grounded him and
he has been able to create
several networks including
co-founding #EastVanLove,
Changemakers Night Out,
RangiChangi Roots and the
event listing guide of the
Vancouver Observer, Bee
Vancity.
52
Initial feelings about Vancouver My Advice on Connecting
We were newcomers as a family of four. It was really hard because we were new to the Meaningful connection comes from showcasing your authentic self - also being
city and coming from friendly Manitoba where we were very integrated with the local and vulnerable and embracing the unknown. It starts with welcoming a stranger with a smile
South Asian populations there. We didnt really know anyone here except for my fathers or even a namaste* as you never know what could come next from such a small gesture.
brother. Not only was it much more expensive to live here, it also somehow seemed
colder, and thus was harder to truly connect with people. Vancouver may seem cold at first, especially when you first move here and see people
around you who seem so busy just going about their daily lives. But if you let the layers
Volunteering to connect to the new city unfold, open your heart and mind, and allow yourself to embrace the diversity, youll be
I started volunteering at a local community center when I was 16. A youth worker got me able to connect with the beauty of the people in this city. You just have to be bold enough
into basketball coaching for immigrant youth. Even though the youth came from differing to take that first step of connecting - whether its attending events or programs in your
situations and all parts of the world, I felt teaching them to play as a team and working neighbourhood or simply smiling at the person beside you. Over time, you will become
together, connected us to each other and our neighbourhood. This showed me that if part of the layers; and you never know, that stranger that you smiled at, may one day just
you can organize people to work together you can not only connect but empower local invite you over for a cup of tea.
communities.
* Namaste is the Indian equivalent to greetings or good day in English with the
From volunteering to organizing events connotation to be well. As opposed to shaking hands, kissing or embracing each other
I enjoy facilitating dialogue to create change. As an example, I co-founded Changemakers in other cultures, namaste is a non-contact form of respectful greeting and can be used
Vancouver to bring people from the various sectors (government, academia, non-profit universally while meeting a person of different gender, age or social status. It is commonly
and for-profit) together, to discuss what a healthier and happier world could look like and accompanied by a slight bow made with hands pressed together, palms touching and
the actions we need to take to get us there. fingers pointed upwards, in front of the chest.
What I love
I really like bringing people together and helping them connect to things that matter to
them - basically creating welcoming spaces where people can connect, share ideas and
learn from one another. When people say Vancouver isnt any fun or there isnt anything
to do in the city, my response is to expose them to all the amazing things (and people)
in the city. You could say that my passion is to introduce others to this energy as it in turn
brings out their inner happiness and passion!

Overview: Organizing Events & Connecting Communities Links & Resources
When first arriving in Vancouver, a quick online search or visit to your local Province of British Columbia
www.hellobc.com
neighbourhood house, community centre or library will help you find out
what are some current community initiatives and events happening in your Eventbrite
neighbourhood. www.eventbrite.ca
Local media such as Vancouver Sun, The Province, Vancouver Courier, Border in Vancouver
www.boredinvancouver.com
Georgia Strait and Westenders, provide up to date event information and
listing. Scout Magazine
www.scoutmagazine.ca
Tourism Vancouver
www.tourismvancouver.com
Timeout
www.timeout.com
Video 2.2 - Organizing Events & Connecting

Communities
youtu.be/anTxNjHvbEo 54
Favourite events...
Juvy Ebrani, from the Philippines Soon Young Seo, from South
Korea
My favourite event is the Fireworks Com-
petition. We go every year to English Bay I love the Pride Parade. It means Van-
and have a barbecue and wait for evening couver is really a free country they can
to come and the fireworks to begin. express whatever they want. People just
enjoy and accept who they are. Thats very
nice. Lots of parks and barbecuing, fishing,
boating.
Clemencia Gomez, from Latin Agnes Tsang, from China

America
Whenever there are activities in the com-
My favourite thing to do in Vancouver? munity, try to join in with the entire family,
I like the Folk Festival. I love walking in youll be sure to have fun. I encourage
Stanley Park or riding my bicycle beside everyone to go to Granville Island. Also
the ocean. Other seniors like walks in the the July first fireworks for Canada Day.
forest and having barbecues on the beach.
Ruth Suarez, from Mexico Valeria Mancilla, from Mexico
We always go to The Childrens Festival We like special events. The Jazz Festival.
on Granville Island. And we love the PNE My son loves guitars. They have demon-
in August. This is must at least once per strations and they sell things. It reminds
year! me of Mexico.

CHAPTER 3: Services & Resources
Without these programs I wouldnt feel as welcome. I feel so blessed

and happy and proud. I feel more comfortable and connected.
- Somaya Amiri, originally from Afghanistan, moved to Vancouver in 2011
56
3.1 A Place To Live
3.2 Services For New Immigrants
3.3 Getting Jobs
3.4 Learning English
3.5 Local Health
3.6 Child Care
3.7 Schools
Video 3.1 - Services & Resources

youtu.be/MfGxot6tAJQ 3.8 Telephone Information Lines
3.9 Governments & Resources
3.10 Safety & Security
3.11 Human Rights & Discrimination

3.1 A Place To Live
Mariam Demian is a marketing manager and producer for a
local Real Estate organization. She moved to Canada in 1989
and to Vancouver from Ottawa five years ago.
Moving to Vancouver
I took a leap of faith; I rented a place online using an online classifieds listing. It was an
extremely small space with very little light for about $800. Its pricey for a basement, but
it was furnished and I knew I had a place to move to [when coming here from Ottawa.]
Ive moved three times since then.
Do your research
Dont jump on anything until you do your research, because you could end up being you are close to public transit . You dont want to be further than 30 minutes from one.
taken advantage of. Research the areas that you want to live in or where you are going to Dont sign a lease until you are sure you like the place, and find out what your contractu-
work and see if you can afford it.. If you are going to school there, research that area. If al obligations are to breaking a lease. Know your rights as a tenant. There is a guide for
you have a small budget, stick within it. But dont think the first place you find is the only landlords and tenants in BC.
thing you can get. Get to the city, meet new people, and figure out where you want to be
situated. I felt local when...
Id been here for three years. By then, I had a place in Kitsilano and was settled. It was a
One challenge is that most ads are online. There are rental agents that can help you find good location. Once you get established in wherever youre living, I think thats when you
a space, but find out what their commission is, because often you can find a space on can call Vancouver home.
your own. Ask lots of people. Once someone tells you something, find out more for your-
self. There is the City website and the Real Estate Channel, but see if you can find a forum You can be who you want to be in Vancouver. Thats why I love it - its not constricting.
for renters where people are talking about their experiences in Vancouver. Give yourself time to get used to it. If you dont like your current location and you signed
a lease, wait a year, live it out and sign a new one next year. Get comfortable, give it time
My advice and youll get used to the rain. And buy an umbrella!
Know what you want and try to get as close as you can to that. At the same time, know
you arent going to get everything you want right away. If you dont have a car, make sure
58
Overview: A Place to Live The Tenant Resource and Advisory Links & Resources
Centre (TRAC) provides legal information
Vancouver is a very expensive place to live. for newcomers wanting to rent or buy in Province of British Columbia
www.rto.gov.bc.ca/content/publications/guides
Housing costs vary a lot from one area BC, and lists other helpful programs and www.rto.gov.bc.ca
to the next, so learn about the different organizations. These include information
neighbourhoods before you settle in. Plan to about the workings of strata councils, which City of Vancouver
live close to where you will work or study; it are bodies responsible for the management vancouver.ca/people-programs/housing-and-homelessness
will save you time and money and make it and upkeep of condo buildings.
easier to connect to your neighbourhood. Tenant Resource & Advisory Centre (TRAC)
www.tenants.bc.ca/main/?Immigrants
In housing co-operatives, you and your
Most people live in privately-owned neighbours own and manage your homes BC Housing
apartments, condos or homes. Websites jointly, and low-income members pay less. It www.bchousing.org
like Padmapper and Craigslist are very may take from three months to three years
popular among people seeking housing, but to get into a co-op. People who wish to buy Co-op Housing
a new, privately owned home thats part of www.chf.bc.ca/what-co-op-housing
be cautious about what you find and what
personal information you give out. a close-knit community that shares meals, Network of Inner City Community Services Society -
function rooms and decision-making might Vancouver Rent Bank
BCs Guide for Landlords and Tenants consider co-housing. www.niccss.ca/VRB
explains your legal obligations, such as
how to get repaid for emergency repairs If you want to buy a home and need
or how much notice must be given before financial assistance, youll need to approach
an owner can enter your rental suite. The a local credit union or bank. Use the MLS
City of Vancouver also compiles a Rental Home Price Index tool to measure the
Standards Database, where you can check current home price trends across the city.
if there are any issues with the building you
are considering. People in need may be able to get
subsidized housing from groups like BC
Housing or Habitat for Humanity.

3.2 Services For New Immigrants
Soon Young Seo is from South Korea. She came nearly three
years ago to study English and business management. Shes
currently volunteering at a settlement services agency and at an
education centre for international students.
Arriving in Canada
I was really excited because I came as an international student with nothing to worry
about. I just wanted to study English for two years, thats all. I met my husband one year
after I came here. One year later, we married. We could have chosen to go to Korea,
but we chose Canada. We love Vancouver because of the environment. People are very
friendly. There are also more opportunities for newcomers more equality. People here The program was helpful . But the main thing they do is to help people not lose confi-
dont look down at newcomers and Asians. dence. When you put your resume out you often dont get a response. After a while, you
lose your confidence even though you were a professional in your own country. I tried to
Waiting to become Canadian apply for several jobs, but I couldnt get a reply from the companies. So I am trying harder.
After I applied for my permanent resident status, everything changed because I needed I think networking is the real key.
to assimilate into Canadian culture and society. I needed to get a real job. Everything is
so different, like the medical system, for example. Now that I live here, I worry about my My advice
English. I think lot of immigrants worry about that too. Dont lose your confidence and dont think negative things. Think positive and smile. You
need to wait it doesnt happen right away.
First steps to becoming local
Friends recommended me to go to SUCCESS, which is a well-known local immigrant My perfect world
service organization. I also found other agencies including Immigrant Services Society of I want to work at a settlement service organization, an organization that helps newcomers
BC, MOSAIC and Options. I went to a workshop on how to find a job. I learned interview adjust to society. I want to help people to find their happiness. Ive been through trying to
skills, how to network, how to communicate, and how to reduce my accent. (find my happiness) so I know I can help others do the same. I am going to have a very
happy life here. Im still positive.
60
Overview: Services for New Immigrants Links & Resources
Its not easy moving to a new country and integrating into a society where life is different Government of Canada
www.cic.gc.ca/english/resources/publications/welcome
from what you may be accustomed to. But you are not alone. A variety of Settlement
Services are available in Vancouver through a wide network of organizations, all with the Province of British Columbia - Welcome BC
same goal to help newcomers settle into their new city and country. www.welcomebc.ca/connect
www.welcomebc.ca/work
Settlement organizations provide services including welcome workshops, orientation,
language and networking, employment services and skills upgrading, and information on City of Vancouver
vancouver.ca/people-programs/mentorship-program
essential services such as housing and health. They are here to help you and your family
find what you need or at least figure out where to look for answers and which questions to AMSSA Affiliation of Multicultural Societies and Services
ask. But be prepared for a gradual transition. Starting a new life doesnt happen overnight Agencies of BC is the provincial umbrella for community-
there are many small victories that you will celebrate along the way. based settlement serving agencies in BC. AMSSA provides a
listing of all settlement agencies.
Citizenship and Immigration Canada can help with becoming a permanent resident or www.amssa.org
citizen, and offers a comprehensive guidebook to your new home country. Once you have LISTN Language Instruction and Training Network is the
been a permanent resident for more than four years, you can apply for Canadian citizenship. provincial umbrella for Language Instruction for Newcomers
Permanent residents who become citizens have the same rights as citizens who were born to Canada (LINC) agencies and provides a listing of all LINC
in Canada. schools.
www.listn.info
WelcomeBC is a provincial government agency set up to ensure new British Columbians
can become thriving members of their communities.

3.3 Getting Jobs
Formerly a medical doctor in Manila, Cecilia Gaanan emigrated
from the Philippines in 2010 with her husband and two kids.
Shes currently employed as a medical clinic assistant.
Why we immigrated
We moved for many reasons, but the main one was health. My children and I are asth-
matic so we needed to move to a city with cleaner air. Weve never had a cough or a
cold here. Also, for my husband, its harder to find a job when you are over 35 years old,
because Manila is so overpopulated. They prioritize the younger generation. As a doctor
you are very busy, but the pay is much better here.
My success story
Laying the groundwork I passed my resume around to a variety of different medical places including a cosmet-
A month or two before we left Manila, we forced ourselves to send five resumes a day ic surgery clinic near our home. I introduced myself and explained that I had a medical
and we attended immigrant seminars where we learned about organizations that help you background and they offered me an interview right away. Then, they asked if I could
with your job hunt. We arrived on a Sunday and by Tuesday my husband had a job. We observe in their clinic for a day. At the end, the nurses told the surgeon, Doctor, she is
were still jet-lagged! teaching us! I was very flattered. They said, She doesnt need training, she can start
tomorrow! So, now I am working there as an office assistant and surgical assistant. They
The job hunt have become like family to me.
I knew it would be hard to find a job in my exact profession, but I was determined. I reg-
ularly checked the job boards at the settlement agency and finally phoned them to see My advice
how they could help. First I had to pass an assessment exam to test my English knowl- I know my story is exceptional. Some of my friends have been searching for many
edge, which they paid for. I passed. I let them know that I wanted to get my foot back months without luck. But determination, patience, and timing are key. Be prepared to start
in the medical world. I thought a good start would be to get a medical office assistant from scratch and leave everything behind. You are likely going to go back to school. Open
diploma, which would take four months. Two-thirds of the tuition was paid for through the your mind to different ways of getting into your field. The first thing you need is experi-
Skills Connect program. ence and doors will open for you. Everything will eventually fall into the right place.
62
Overview: Getting Jobs S.U.C.C.E.S.S. and ISS of BC all offer
employment workshops and mentorship. The
Its not easy to find work in Vancouver. Youll Vancouver Public Library website offers a
need to be patient, develop strong English Links & Resources
Skilled Immigrant Info Centre.
language skills, and find ways to make Government of Canada
connections. These centres offer job boards, and many www.servicecanada.gc.ca
listings can be found online. Dont just send www.hrsdc.gc.ca/eng/jobs
Foreign work experience is sometimes general resumes everywhere and hope to be
not recognized here. If you want to work noticed; its much more effective to target a Province of British Columbia - Work BC
in your previous profession, you may have specific career. www.workbc.ca
to retrain in Canada or demonstrate that www.workbc.ca/work-bc-centres
you speak English well enough to express Once you identify an organization youd like
Industry Training Authority (ITA) - www.itabc.ca
opinions, do research, and deliver a 10-minute to work for, call to see if you can meet with a
presentation. hiring manager for a short (five or 10 minute) City of Vancouver - vancouver.ca/your-government
informational interview. If they agree to meet
LISTN provides information about accessing with you, ask what types of skills and aptitudes Skills Connect
English language training youll need to they are looking for, dont stay longer than the www.skillsconnect.ca
work here, go to school, or to just feel more agreed-upon time unless they ask you to, and video: www.youtube.com/watch?v=nNKBsT-
comfortable in your community. ZoHVg&list=PL248BB540667C8C37
follow up with a thank you note. It is respectful
to show appreciation when someone helps Vancouver Public Library Skilled immigrant info centre
Skills Connect aims to help skilled immigrants you. skilledimmigrants.vpl.ca
get jobs in every sector of the BC economy,
including transportation, construction, Try volunteering. It will help you acclimatize Language Instruction Support and Training Network
manufacturing, tourism, and healthcare. to the Canadian system and give you a (LISTN)
Job Options BC is a training program for chance to show you are reliable, efficient, and www.listn.info
unemployed British Columbians. Learn the have a positive attitude. Later on, the people
LISTN Resources for Students
you volunteer for could become important
Workplace is an interactive website that www.listn.info/site/resources/links-students
references for you.
explores the subtleties of Canadian workplace
Mentorship Opportunities
cultures. Websites such as Meetup.com offers
opportunities to meet and network with S.U.C.C.E.S.S. - www.successbc.ca
WorkBC Empoyment Service Centres ISS of BC - issbc.org
people sharing similar interests.
and settlement agencies like MOSAIC, MOSAIC - www.mosaicbc.com
PICS - pics.bc.ca
IEC BC - www.iecbc.ca
3.4 Learning English
When Agnes Tsang moved here from China 19 years ago, she
completed several programs through the Pacific Immigrant
Resources Society (PIRS). She is now an ESL teacher assistant at
PIRS.
My first feelings here....

At first when the telephone rang I was scared to pick it up because I was afraid of con-
versation. Whenever the doorbell rang I was so scared to open the door because I knew
there was someone Canadian standing outside. I didnt know what to answer, how to
answer. Language was the barrier. I had no friends here and I didnt know how to start my
life in Vancouver.
My advice
Dont hide yourself - reach out to the community. Join ESL programs or story time. You
Overcoming my language barrier will find someone that you feel comfortable to talk with and friendships start in that way.
When I registered my son in school, I also registered myself in ESL. So thats how I At a store, dont just pay the cashier and go or nod your head. Practice. Try to speak and
started. Im thinking, I need to learn more. But once I finished a term the teacher said my answer questions.
English was quite good. She suggested that the way to practice was to volunteer in the
class!
And now
I also joined two other programs through PIRS. At first I thought, Not for me. I dont want
I am feeling confident. I always tell my students that I dont have good English, but I am
to speak in front of people. Then I thought it was a good for me to reach out. Doesnt
brave enough to speak it. I know that if someone doesnt understand, they will ask me to
matter; Im not going to die!
speak again. I have confidence to answer the door, of course, and the telephone. And I
have confidence to tell someone if I dont understand what they are asking.
I didnt feel alone
I saw that there were other women I should make friends with, and make my vision wider.
We dont only make friends from Hong Kong, we make friends from everywhere.
64
Overview: Learning English Links & Resources
Youll feel much more comfortable in Vancouver if you speak the language and understand Language Instruction Support and Training Network (LISTN)
www.listn.info
more of whats happening around you. English as a Second Language (ESL) training is
available throughout the city. LINC Resources for Students
www.listn.info/site/resources/links-students
Watching TV, listening to the radio, and reading English books can help a lot. The fastest
way to improve your English skills is by taking every opportunity to practice. Childrens Vancouver Public Library Literacy and ESL resources
books are a great place to start look for them at your local library along with free classes guides.vpl.ca/content.php?pid=173284&sid=1457946
taught by volunteers.
English Corner also offers province-wide informal conversational English classes as a free
community service. Its taught by people who were born and raised in Canada as well as
people who have immigrated here.
LISTN provides a directory of ESL courses and employment programs that are available in
many agencies and can help you find the right kind of language training youll need to work,
study, or settle into your community.
Or, you can try the Meetup website. It offers many types of social groups to network with
others, including some that get together to practice English language skills.
Most Neighbourhood Houses and Settlement Service Organizations also offer ESL
programming. Click through to 2.8 Neighbourhood Houses and 3.2 Services For New Immigrants
for further information.

3.5 Local Health
Jacqueline Gregson is a researcher who has done many years
of work in the social welfare field. She moved to Vancouver from
the UK in 2012. She is currently working at a local university.
Navigating the health system

We were very fortunate. Ive heard that finding a family doctor is very difficult. But a neigh-
bour recommended her doctor, so my husband and I went there. We made an appoint-
ment and were brought in for an interview. We were immediately signed up. But, I know
thats not often the case.
My advice on finding a doctor
Impressions Apart from searching on the Internet, word of mouth worked for me. If you ask others
Ive only been to the doctor a couple of times since Ive been here. I was surprised that in your neighbourhood, you might find a doctor that is close to where you live. Its very
one can access most of the necessary services in one building. I was impressed with the important to have some kind of (private) health care insurance in place before you come
health services available to women, for example there are women-specific hospitals and because it takes three months to get coverage here under MSP (Medical Services Plan). It
clinics available. could get quite expensive otherwise.
Convenience
Walk-in clinics are new to me. In the UK, we might have one or two but not to the degree
that you have them here. It seems that there is one in every neighbourhood! If you dont
have a family doctor, you are going to be very reliant on the walk-in clinics for anything
other than an emergency. Youll likely get a different doctor every time, but its great that
they are available. However, if you dont have medical coverage, you would have to pay a
fee.
66
Overview: Local Health If your situation is urgent but not critical, go
directly to a hospital emergency room (ER).
Vancouver has one of the worlds best You can check the Emergency Wait Times Links & Resources
health care systems. However, because it is website before you leave the house to find
available to everyone there may occasionally the closest hospital that is the least busy, Province of British Columbia - Ministry of Health
be long waiting periods. and to find out what youll need to bring with www.health.gov.bc.ca/msp
you.
Be aware that you will have to pay the full BC Medical Services Plan (MSP) - PharmaCare
www.health.gov.bc.ca/pharmacare
costs of any medical services you incur for For regular, ongoing patient care, youll need
the first three months of being landed in to find a family doctor. Start by checking the Vancouver Coastal Health (VCH)
BC. After that time any citizen or permanent B.C. Physician Directory to find someone in www.vch.ca
resident can apply for the BC Medical a convenient part of the city.
Local Community Health Centres (walk-in clinics)
Services Plan (MSP). www.vch.ca/find_us/find_locations
Vancouver also has medical clinics that
This province-wide group insurance provide special services like cancer College of Physicians & Surgeons of BC
program covers most medical costs. Once treatment, pain management, sexual health www.cpsbc.ca
you qualify and register, you will need to pay info, and traditional Chinese or Ayurvedic
a yearly fee thats calculated according to medicine. Some health centres cater to Find a physician
the confidential needs of women or youth, www.cpsbc.ca/physician_search
your household income.
and others provide integrative or alternative
British Columbia Dental Association
Government sponsored refugees get medicine often at an extra cost. www.bcdental.org
temporary health insurance through the
federal government. From there, you just The BC Dental Association offers a list of Dentists accepting new patients
have to find a health care practitioner. dentists who can take care of your teeth and www.bcdental.org/Find_a_Dentist/DentistSearch.aspx
lists a number of low-cost clinics, as not all Low-cost or reduced rate dentists
www.bcdental.org/Find_a_Dentist/ReducedCostClinics
Vancouvers drop-in clinics can provide dental work will be covered by your MSP.
same-day medical care for those who dont Emergency Wait Times
have a family doctor. These clinics are not You should only call 9-1-1 in emergency www.edwaittimes.ca/WaitTimes
for critical care. In those cases, call 9-1-1 and situations, but you can dial 8-1-1 at any time
request an ambulance. of day or night to speak with a nurse, or Traditional Chinese Medicine Association of BC
call at certain times to consult a dietitian or www.tcmabc.org
pharmacist.
3.6 Child Care
At age 19, Valeria Mancilla came as a refugee from Mexico City with her two-
year-old son. Now four years later, shes studying to be an early childhood
educator and supervises the Parent and Tots program at Collingwood
Neighbourhood House.
Putting the past behind you them and assure them their children are in good
Its difficult, when you leave your country, to survive. I was hands. We show children that they are very capable.
devastated. I only knew two things: I couldnt go back, I learn from the children just as they learn from me.
and for the sake of my two-year-old son I had no choice There are also bursaries you can apply for, to help
here but to get out and get involved. I started at the BWSS pay for child care.
(Battered Womens Support Services) and saw that I
wasnt alone. That gave me confidence. So my adaptation My advice
was fast because I never stayed at home. Neighbourhood houses and family places are a
great place to start when you are looking for child
Finding my new community care. Its an opportunity to socialize in a multicultural
Early on, I was asked to volunteer at the Parent and Tots environment. They teach children independence
program that my son and I were in. Then they asked me and interpersonal skills, but they are also great for
to be the supervisors helper, and eventually they gave me parent support and for making friends. We all have
the opportunity to be the supervisor! I feel so grateful. My our children in common and friendships grow from
volunteer work has made me see that I am good at some- there. We are never alone.
thing and can do good things for my new community. A
lesson I want my son to see as well. And now
My son is thriving. When we first arrived he just
Child care in Vancouver wanted to stay near me. But by preschool, he was
From a new mothers perspective, I worried at first that a confident enough to run up to other kids at the park
new language and culture would be hard on him. It never and play. Sometimes I think that if I had had the
was. It was harder on me. So the support I received was same opportunities as a child, I would have had a
critical. The care workers always made us feel cared for. different life in Mexico. Im glad my son has these
My sons confidence also helped me. From the other side chances now.
now, I work very closely with the parents, to help guide
68
Overview: Childcare Links & Resources
In Canada, its illegal to leave children aged 12 or younger alone. If you cant be with your City of Vancouver
kids because of work or other responsibilities, youll have to arrange for family help or find a vancouver.ca/people-programs/getting-childcare
public or private day care. Only licensed day cares are guaranteed to meet Canadian health
Province of British Columbia Child care subsidies
and safety standards. www.mcf.gov.bc.ca/childcare/subsidy_promo.htm
Community centres and neighbourhood houses throughout the city offer child care on site. Westcoast Child Care Resource Centre
www.wstcoast.org
Contact Westcoast Child Care Resource Centre to get referred to a child care centre thats
Referrals to child care spaces, list of all child care facilities
appropriate for your situation. Their staff can speak different languages and translated www.wstcoast.org/parents/lists
information is available.
Brochures about child care in many different languages
Children aged four or younger can attend Strong Start Centres, offered by the Vancouver www.wstcoast.org/parents/multilingual.html
School Board. Theyre free and dont require you know English, but theyre not day cares
the caregiver must stay and take part in the program. Family Places
Eastside Family Place

Full or partial child care subsidies are available through the Province depending on your www.eastsidefamilyplace.org
familys circumstances. Marpole -Oakridge Family Place
www.mofp.org
Family places are drop-in centres for parents and pre-school age children, and offer support Mt. Pleasant Family Centre
to parents in a group setting and creative play for pre-school children. www.mpfamilycentre.ca
South Vancouver Family Place
www.southvancouverfamilyplace.org
Most Community Centres and Neighbourhood Houses offer support and services for West Side Family Place
childcare. The Vancouver School Board (VSB) has early education programs for children. www3.telus.net/wsfp
Click through to 2.8 Neighbourhood Houses, 3.2 Services For New Immigrants and 3.7 Schools for
further information.

3.7 Schools
Originally from Afghanistan, Somaya Amiri moved to
Vancouver with her family two years ago. She is a high school
student passionately engaged in many clubs, including one she
created for other immigrant ESL students called The English
Welcome Club.
First impressions of my new culture

I was really struck by how clean and organized things are, but also by the language. You
are in a place where you dont understand anything. At the beginning, I always needed
someone to translate. It was strange and unfamiliar.
Biggest challenges
I found the language really challenging. But I worked really hard and so I learned it fast.
Its also hard on my parents. I see my mom struggling to help my siblings with their Advice to other students
school but she cant. I can see that she feels disappointed or maybe she might think that I put all of my energy into studying and trying to get better. It made me happy to get bet-
we dont appreciate her work or maybe that she is not capable. I hope parents know that ter marks, or if I spoke a little better. My confidence grew and that was the part that made
as children we DO understand what you are going through and we do appreciate every- it better. Definitely join different after-school programs and social programs. Experience
thing. And never think that you are not a good parent. For me, they are my biggest heroes. them, dont be scared. After-school programs are a huge opportunity. Its really important
By coming here they have sacrificed their own lives and happiness for their children. to engage and get connected. I owe a lot to the Homework Club in my school and the
Thats huge. Vancouver School Boards Engaged Immigrant Youth program.
Adjusting to school Help your parents feel comfortable letting you be involved
Back home I didnt go to an official school. I was attending a mosque. My dream was to go My parents met the people who ran the programs I was in, so they knew I was in the
to real school and be with other kids studying. In my new school, I was nervous but then right hands. In Afghanistan, I always needed someone to go out with me and take care of
my excitement took over. The environment in school was very welcoming. At first, I was me. Here my parents know that its much safer and they trust me. Earning trust is huge
mostly with other ESL students. I felt connected and more comfortable around them be- because when you have it you never ever do anything to betray it. Also, they could see
cause I knew they had the same experiences and the same goal to improve our English. that I would never have been able to achieve so much without all the support around me.
Without these programs, I wouldnt feel as welcome. I feel so blessed and happy and
proud. I feel more comfortable and connected.
70
Overview: Schools Students who have finished high school Links & Resources
and want to pursue higher education might
A quality education is essential, and enrol in one of Vancouvers colleges or Vancouver School Board (VSB) Public Schools
universities. Many programs are competitive www.vsb.bc.ca
Vancouver offers excellent public and private
schools to all. For post-secondary education, to get into, so it helps if the student has Parent Information Brochure
according to a study by Universitas 21, good grades! Higher education is not free www.vsb.bc.ca/parent-information-brochures
Canada ranks as one of the best in the in Canada, but it is government subsidized, Programs
world. which makes it much more affordable than www.vsb.bc.ca/programs
other countries. Settlement Workers In Schools
www.vsb.bc.ca/settlement-workers-schools-swis
The Vancouver School Board (VSB) accepts Engaged Immigrant Youth
children and youth into their preschool, University entry may require a second www.vsb.bc.ca/engaged-immigrant-youth
kindergarten, elementary, secondary, or high language, and because Canada is a Multicultural Liaison Workers
school programs, depending on their age. At bilingual country some schools offer French www.vsb.bc.ca/multicultural-workers
age 19, people in BC are legally considered immersion education so your child can study Events for ELL Parents/Students
adults and would need to pursue adult in both national languages. www.vsb.bc.ca/events-esl-parentsstudents
Circle of Care Refugee
education. www.vsb.bc.ca/programs/circle-care-refugee-pilot
Continuing education or online distance
The VSB has settlement workers in courses suit people of every age and Province of British Columbia - Post-secondary education
schools who can help place you and your cover a wide range of topics, including institutes
family where you need to be, and provides those required by many places of work. www.aved.gov.bc.ca/publicpsed
information in other languages. These might include English as a Second
Language (ESL), completing grade 12, or Federation of Independent School Association BC
www.fisabc.ca
Children younger than five can attend passing the GED or General Educational
preschool at one of 19 StrongStart Early Development, which tests peoples abilities Conseil Scolaire Francophone BC (French language schools)
Learning Centres. Theres no cost to families with reading, writing, social studies, science, www.csf.bc.ca
and English doesnt have to be your first and mathematics.
language, but its not a day care. The parent/
caregiver is required to stay with their child Trade schools provide specific training for
and take part in the program. technical or skilled jobs such as construction,
electrical, hairdressing, or dental care.
3.8 Telephone Information Lines
If you are new to the city, there are several free but important telephone information lines
that you should be aware of: 3-1-1, 9-1-1, 2-1-1, 8-1-1 and 7-1-1.
3-1-1 9-1-1 2-1-1 8-1-1 7-1-1 / TTY

City of Vancouver Emergency Community Services Health Information Hearing Impaired
Call 3-1-1 for all City of Vancouver For fire, police, or ambulance 2-1-1 is an easy-to-remember, 8-1-1 is a health information and People who are deaf and hard of
concerns such as: emergencies, call 9-1-1. All calls three-digit telephone number advice phone line available in hearing can set up a 7-1-1 relay
are traced and followed-up on, so that provides free, confidential, British Columbia. The 8-1-1 phone telephone system at home.
Garbage, recycling and yard even if you cant speak English, multilingual information line is operated by HealthLink
trimmings they can send someone to help. and referral to a full range BC, which is part of the Ministry Victim Link BC Helpline
Parking enforcement, ticketing Its good to know the name of of community, social, and of Health. By calling 8-1-1, you Telecommunications for the Deaf
and payments your language in English as they government services. Twenty- can speak to a health services (TTY) 604-875-0885 or text
Animal control can put an interpreter on line to four hours a day, seven days a representative, who can help 604-836-6381
Streets, traffic and electrical assist. You should know the name week, information and referral you find health information
concerns of the city you are in, the address specialists link callers to the and services; or connect you
Community and City of where you are located, and be services and support they need. directly with a registered
Vancouver events able to say which emergency nurse, a registered dietitian or
service you need: fire, police or a pharmacist. 8-1-1 provides
Dial 3-1-1 from any phone in the ambulance. Teach your children translation services on request in
City and representatives can how to make a 9-1-1 call and more than 130 languages.
respond to your questions in over what to say.
180 languages upon request.
3-1-1 provides access to most
City information and non-
emergency services. It is open
from 7 a.m. to 10 p.m., seven
days a week.
72
3.9 Governments & Resources
Canada is a parliamentary democracy. You vote for people to represent you in the House of Commons (federally),
the Provincial Legislatures (provincially) and local City Council (municipally). The Canadian government is also a
constitutional monarchy, which means Englands monarch (King or Queen) is our Head of State and is represented
by the Governor General of Canada and the Lieutenant Governor of each province.
Federal Government Provincial Government Municipal Government First Nations

The federal government deals with There are 10 provinces and three Cities and towns have their own levels In Canada, First Nations communities
laws that affect the whole country. Its territories in Canada. Each province of local government. Vancouver city are governed by their own elected Band
based in Ottawa and led by the Prime is led by a Premier and has its own government is made up of the City Councils.
Minister, who is the most senior or first elected legislature which oversees areas Council and the Vancouver Park Board.
minister in the government. This level is including education, health care, natural City Council is made up of the Mayor Please see 1.1 Local First Nations
responsible for national and international resources, social services, employment and 10 councillors who are elected every Perspectives, 1.2 Urban Aboriginal
matters including foreign affairs, national and housing. Vancouver is part of the three years. The City is responsible Perspectives and Links & Resources
defense, federal taxes, criminal law, Province of British Columbia. for many functions and services that Aboriginal Perspectives
Employment Insurance (EI), currency, www2.gov.bc.ca include police, fire protection, libraries,
banking, postal services, shipping, community centres, garbage, roadways Resources
railways, immigration and Aboriginal Resources and parking. The City of Vancouver will publish First
lands and rights. The Province of British Columbia vancouver.ca Peoples: A Guide for Newcomers (2014).
www.canada.ca has published Newcomers Guide to vancouver.ca/newcomers
Resources and Serices which is available Resources
Resources in multiple languages. The City of Vancouver has published A
The federal government has published www.welcomebc.ca Newcomers Guide to Vancouver (2014)
Welcome to Canada Guide which which is available in multiple digital
provides a comprehensive overview formats.
about the country and the resources vancouver.ca/newcomers
needed by newcomers.
www.cic.gc.ca/english/resources/
publications/welcome/

3.10 Safety & Security
A retired police officer, Dave Dickson served with the Vancouver
Police Department for 28 years. Currently hes a volunteer at
the Raycam Community Centre and the community liaison
for Lookout Emergency Aid Society, primarily focused on
Vancouvers Downtown Eastside (DTES).
Is Vancouver safe?
Vancouver is a beautiful city and a great place to live. But, like many major cities, you have
to take your own personal steps to ensure your safety.
Tips to avoid crime

Dont leave valuables in your car including visible change and bags. In certain areas of phones on, texting. Stay alert. Pay attention. Dont stare and people will seldom bother
town, people will smash windows for ANYTHING they think might have value. Do not you. The same advice applies at night. Dont walk quiet streets by yourself; taking a taxi or
leave your purse or property unattended. I see people leaving cameras on posts as they transit are safe ways to get around.
turn to talk to someone. Thats asking for trouble.
[Home] break-ins happen. Always lock doors. Get an alarm system. A criminal will be Comments on Interpersonal Violence
deterred if they see an alarm sticker on a door or window; they wont want the hassle. A Like any city, Vancouver has interpersonal violence such as domestic and sexual violence
good idea when deciding where to buy [or rent] a home is to [check online or] visit a local in relationships. Many of these crimes occur between people who know each other and
police office and ask to see crime statistics in the area. women and girls are often the victims of this violence. If you are not comfortable with any
situation, dial 9-1-1 and/or call for services. See Links and Resources for more informa-
Staying safe tion.
Be alert walking around town. Keep your head up and notice who or what is happening
around you. Street people who ask you for money are generally harmless. Theyll ask
you for change a million times a day but they wont usually do more than that. Always be
polite and say, I dont have any. Im sorry. If they start getting aggressive, which is rare,
phone 9-1-1. Body language is also very important. Dont look down with your head-
74
Overview: Safety & Security preparedness information. Links & Resources
Its wise to be aware of your Condos and apartment buildings Vancouver Police Department
surroundings and to trust your should hold regular fire drills so you vancouver.ca/police
instincts, especially if youre new to an can practice how to get out of your
area, dont know the traffic rules, or are home quickly in an emergency and Community Policing Centres
know where to wait for help. vancouver.ca/police/community-policing
walking alone at night.
Fire prevention & health and safety courses
vancouver.ca/your-government/vancouver-fire-and-rescue-services
For fire, police, or ambulance Block Watch is a program in which
Disaster preparedness workshops and safety advice
emergencies, call 9-1-1. For other crisis neighbours help keep an eye on each vancouver.ca/home-property-development/home-safety
support, one may contact Victim Link others homes for suspicious activity. International Student Safety
BC Helpline 1-800-563-0808 (24h). vancouver.ca/police/crime-prevention/for-individuals/student-safety
But sometimes danger isnt just
International students can benefit from physical. New Canadians could be at Metro Vancouver - www.metrovancouver.org/planning/emergency
information posted on the International risk of being tricked out of money or
Student Safety website. possessions because they dont know Province of British Columbia Emergency Info BC - embc.gov.bc.ca
the warning signs. Check with the
Better Business Bureau if you want to Better Business Bureau - mbc.bbb.org
While natural or man-made disasters
are rare, Vancouver is situated in an know more about the business you are
dealing with. Consumer Protection BC Consumer Protection BC - www.consumerprotectionbc.ca
earthquake zone, so residents are wise
to be prepared for earthquakes or prepared five case studies so you can
Legal Services Society BC (LSS) - www.lss.bc.ca
other emergencies. Every household in test your knowledge of what to do in
Vancouver should have an emergency similar situations. Victim services and anti-victim helplines
plan so your family understands what www.victimlinkbc.ca
to do if there is an earthquake or other ImmigrantLegal.ca provides www.domesticviolencebc.ca
disaster. You should always have food, immigrants free legal information, www.endingviolence.org
water, and clothing ready in case you education and resources so you can www.policevictimservices.bc.ca
need to leave quickly or survive in your know your rights and responsibilities BC Society of Transition Houses www.bcsth.ca
home without water or electricity for with employment, residential tenancy,
3.2 Services For New Immigrants can also provide information on this topic.
several days. Emergency Management family law, and domestic violence.
BC is a great resource for earthquake

3.11 Human Rights & Discrimination
Robyn Durling is the communications officer for the BC Human
Rights Coalition, which is is a charitable non-profit, community-
based organization that seeks to promote and strengthen
human rights throughout B.C. and Canada.
What we do
We provide a place for people to see that they have access to justice and that they have
human rights. Although the result might not be in their favour, its a place where they can
air their grievances and they are at least being heard. Our programs and resources are
provided free of charge.
How we do it
You can contact our hotline. We can answer general questions, but we cant give you legal We are accessible
advice over the phone. Every Monday at the Human Rights Tribunal on Robson Street, one We try very hard to reach out to the different communities. We try to be as inclusive as we
of our advocates can help on a first-come, first-served basis. We can tell you if you have can and support organizations that have similar mandate. Weve been in the community
cause for filing a complaint. If you do, we can help with the paperwork. We can explain for more than 25 years now and are connected to all sorts of groups. We are a grassroots
why, if not, and we can explain where to go to get the appropriate help. organization. When you come here we are going to be very accessible and talk to you very
candidly.
What we want you to know
Understand that you have rights. We work in a very down-to-earth way and deal with My advice
issues in a very realistic, pragmatic way. On a daily basis we work with people that are dis- If you have a question, pick up the phone and call us. We can try to explain to you why
criminated against in their lives here in the city and try to get them to the next stage that you may or may not have a complaint or where you should go. If you are worried about
they would like to be at from a legal perspective. Were not a scary place to visit. Were not the language barrier if you need an interpreter we will try and arrange one for you.
overly legalistic. We are approachable. I think the organization plays a very fundamental role in our society. Im proud of what we
do here.
76
Overview: Human Rights & Discrimination Links & Resources
Canada guarantees civil rights to everybody, whether you are a citizen or not. Government of Canada
Canadian Charter of Rights and Freedoms

The Canadian Charter of Rights and Freedoms states that in Canada every individual is laws-lois.justice.gc.ca/eng/const/page-15.html
equal before and under the law. That means men and women are entitled to equal rights Citizenship and Immigration
and protection without discrimination based on gender, race, ethnic origin, mental or www.cic.gc.ca/english/resources/publications/welcome
physical disability, colour, religion, age, or sexual preference.
Province of British Columbia Ministry of Justice
www.ag.gov.bc.ca/human-rights-protection
A good introduction to human rights and discrimination is provided in the federal Welcome
to Canada guidebook. The B.C. Human Rights Coalition is another great resource where City of Vancouver Equal employment opportunities at the
you can register for a workshop that explains your human rights at work or in school. vancouver.ca/your-government/diversity-in-hiring
Legal Services Society BC

If you believe someone has discriminated against you, you may want to consult the human www.lss.bc.ca
rights legal experts at the B.C. Human Rights Tribunal. An information sheet on the
Tribunals services is available in several languages. You can also consult the Canadian BC Human Rights Coalition
Human Rights Commission. www.bchrcoalition.org
Justice Education Society of BC

The Justice Education Society of BC creates innovative programs and resources to improve www.justiceeducation.ca
access to the justice system. Pivot Legal is available for low-income populations. These
services help individuals better understand how our justice system works and how to The Canadian Bar Association Dial-a-Law
resolve their legal matters. www.dialalaw.org
Click Law
Practical information on many areas of law in British Columbia is available through a www.clicklaw.bc.ca
recorded service called Dial-A-Law. Visit their website or call 604-687-4680.

Credits
Photography Page 45 Entwined. Maps
Photographer: Tim Matheson. Courtesy of the Vancouver
Page 12 Wanting Qu. International Childrens Festival. Page 6 Map of Vancouver.
Photographer: Steven Xu. Courtesy of Nettwerk Records Source: City of Vancouver. Adapted from Statistics Canada,
Page 56 Walk-in clinic. Boundary and Road Network Files, 2011 Census
Page 13 Wanting Qu and friends. Photographer: Rasha Amer.
Photographer: Steven Xu. Courtesy of Nettwerk Records Page 29 Map of Metro Vancouver.
Page 58 Valeria Mancilla. Source: City of Vancouver. Adapted from Statistics Canada,
Page 17 Chris Morrissey. Photographer: Heather McCrae. 2011 Geographic Boundary Files, 2011 Census.
Photographer: Leah Bromley.
Page 60 Somaya Amiri. Page 31 Map of Vancouvers Neighbourhoods.
Page 32 Grouse grind. Photographer: Heather McCrae. Source: City of Vancouver. Adapted from Statistics Canada,
Courtesy of Grouse Mountain. 2011 Geographic Boundary Files, 2011 Census.
All other photos by Dana Wilson.
Page 32 Killarney swimming pool. Page 46 Map of Vancouvers Neighbourhood Houses.
Source: City of Vancouver. Videos Source: City of Vancouver. Adapted from Statistics Canada,
2011 Geographic Boundary Files, 2011 Census.
Page 32 April Lacheur painting as part of the annual Page 4 Introduction to the Newcomers Guide
art event Drift. Director: Zack Embree. Page 50 Map of Vancouvers Community Centres.
Photographer: Renato Horvath. Courtesy of April Lacheur. Source: City of Vancouver. Adapted from Statistics Canada,
Page 9 Aboriginal Perspectives 2011 Geographic Boundary Files, 2011 Census.
Page 33 Aerial view of Vancouver. Director: Kamala Todd. Camera: Rasha Amer.
Source: City of Vancouver.
Page 9 People
Page 38 Maximo Morales. Director: Dima Alansari. Editor and Camera: Rasha Amer.
Photographer: Berenice Freedome.
Page 27 Neighbourhoods & Getting Involved
Page 55 Celebration of Light. Director: Joah Lui. Camera: Sophia Dagher.
Photographer: Jonathan Evans. Courtesy of the Honda
Celebration of Light. Page 54 Organizing Events & Connecting Communities
Director and Editor: Sophia Dagher. Camera: Joah Lui.
Page 55 Pride Parade, 2010.
Source: City of Vancouver. Page 57 Services & Resources
Director: Dima Alansari. Camera: Rasha Amer. Editor: Ramiya
Page 55 Vancouver Folk Music Festival. Pushparajah.
Courtesy of the VFMF.
All videos produced by Dana Wilson.
Page 55 Market at Granville Island.
Source: City of Vancouver.
Page 45 David Lam Park Jazz Weekend during the TD

Vancouver International Jazz Festival.
Photographer: Chris Cameron.
78
Acknowledgements
We thank all the individuals who shared their personal stories through interviews and in the
videos. We also thank the Working Group for their insights and content contributions.
We thank the production teams who created the six original videos for the guide, and the many
community members who assisted in the production.
We hope that you, the reader, will find this guide useful in getting to know the city and accessing
resources. We welcome your feedback and comments: social.policy@vancouver.ca

1
HOSPITAL ADDRESS LIST
Effective September 04, 2002

Last Update: Tuesday, 10 January 2017
Hospital Location & Hospital Name, Hosp Health Authority Health Authority
Address, Phone, Fax Health Authority Address Code No. Telephone Fax
ABBOTSFORD Abbotsford Regional Hospital 609 (604) 587-4600 (604) 587-4666
32900 Marshall Road and Cancer Centre
V2S 0C2 Fraser Health Authority
Ph: (604) 851-4700 Suite 400 Central City Tower
13450 - 102 Avenue
Surrey BC V3T 0H1
ALERT BAY Cormorant Island Community 507 (250) 370-8699 (250) 370-8750
49 School Rd Health Centre
V0N 1A0 Vancouver Island Health
Ph: (250) 974-5585 Authority
Fax: (250) 974-5422 1952 Bay Street
Victoria, BC, V8R 1J8
ASHCROFT Ashcroft and District General 408 (250) 862-4200 (250) 862-4201
700 Elm St Hospital
Box 488 Interior Health Authority
V0K 1A0 Community Health and
Ph: (250) 453-2211 Services Centre
th
Fax: (250) 453-1921 5 Floor 505 Doyle Avenue
Kelowna, BC, V1Y 6V8
BELLA BELLA R.W. Large Memorial Hospital 904 (604) 736-2033 (604) 875-4750
88 Waglisla St Vancouver Coastal Health
Bella Bella Authority
V0T 1Z0 11th Floor 601 W. Broadway
Ph: (250) 957-2314 Vancouver BC V6Z 1Y6
Fax: (250) 957-2612
BELLA COOLA Bella Coola General Hospital 906 (604) 736-2033 (604) 875-4750
(Mackay St) Vancouver Coastal Health
Box 220 Authority
V0T 1C0 11th Floor 601 W. Broadway
Ph: (250) 799-5311 Vancouver BC V6Z 1Y6
Fax: (250) 799-5635
BURNABY Burnaby Hospital 130 (604) 587-4600 (604) 587-4666
3935 Kincaid St Fraser Health Authority
V5G 2X6 Suite 400 Central City Tower
Ph: (604) 434-4211 13450 - 102 Avenue
Fax: (604) 412-6190 Surrey BC V3T 0H1
BURNS LAKE Lakes District Hospital and 707 (250) 565-2649 (250) 565-2640
(741 Centre St) Health Centre
Box 7500 Northern Health Authority
V0J 1E0 Suite 600 - 299 Victoria St
Ph: (250) 692-2400 Prince George BC V2L 5B8
Fax: (250) 692-2403
2
CAMPBELL RIVER Campbell River & District 508 (250) 370-8699 (250) 370-8750
375 - 2nd Ave General Hospital
V9W 3V1 Vancouver Island Health
Ph: (250) 850-2141 Authority
Fax: (250) 287-8889 1952 Bay Street
Victoria BC V8R 1J8
CASTLEGAR Castlegar and District 804 (250) 862-4200 (250) 862-2401

709 - 10th St Community Health Centre
V1N 2H7 Interior Health Authority
Ph: (250) 365-7711 Community Health and
Fax: (250) 365-2298 Services Centre
5th Floor 505 Doyle Avenue
CHEMAINUS Chemainus Health Care 505 (250) 370-8699 (250) 370-8750
(9909 Esplanade St) Centre
Box 499 Vancouver Island Health
V0R 1K1 Authority
Ph: (250) 737-2040 1952 Bay Street
Fax: (250) 246-3844 Victoria BC V8R 1J8
CHETWYND Chetwynd General Hospital 716 (250) 565-2649 (250) 565-2640

V0C 1J0 Suite 600 - 299 Victoria St
Fax: (250) 788-2145
CHILLIWACK Chilliwack General Hospital 601 (604) 587-460 (604) 587-4666

45600 Menholm Rd Fraser Health Authority
V2P 1P7 Suite 400 Central City Tower
Ph: (604) 795-4141 13450 - 102 Avenue
Fax: (604) 795-4110 Surrey BC V3T 0H1
CLEARWATER Dr. Helmcken Memorial 419 (250) 862-4200 (250) 862-4201

RR#1 Hospital
640 Park Drive Interior Health Authority
V0E 1N0 Community Health and
Fax: (250) 674-2477 5th Floor 505 Doyle Avenue
COMOX St. Josephs General Hospital 502 (250) 339-2242 (250) 339-1432
2137 Comox Ave Jane Murphy
V9M 1P2 Chief Executive Officer
Ph: (250) 339-2242
Fax: (250) 339-1432
3
CRANBROOK East Kootenay Regional 756 (250) 862-4200 (250) 862-4201
13 - 24th Ave N Hospital
V1C 3H9 Interior Health Authority
CRESTON Creston Valley Hospital 654 (250) 862-4200 (250) 862-4201
312 - 15th Ave Interior Health Authority
V0B 1G0 Community Health and
DAWSON CREEK Dawson Creek and District 704 (250) 565-2649 (250) 565-2640
11100 - 13th St Hospital
V1G 3W8 Northern Health Authority
Ph: (250) 784-7350 Suite 600 - 299 Victoria St
Fax: (250) 784-7301 Prince George BC V2L 5B8
DELTA Delta Hospital 134 (604) 587-4600 (604) 587-4666
5800 Mountain View Blvd Fraser Health Authority
V4K 3V6 Suite 400 Central City Tower
Ph: (604) 946-1121 13450 - 102 Avenue
Fax; (604) 946-3086 Surrey BC V3T 0H1
DUNCAN Cowichan District Hospital 203 (250) 370-8699 (250) 370-8750
3045 Gibbins Rd Vancouver Island Health
V9L 1E5 Authority
Ph: (250) 737-2030 1952 Bay Street
FERNIE Elk Valley Hospital 753 (250) 862-4200 (250) 862-4201
(1501 - 5th Ave) Interior Health Authority
Box 670 Community Health and
V0B 1M0 Services Centre
Ph: (250) 423-4453 5th Floor 505 Doyle Avenue
Fax: (250) 423-3732 Kelowna, BC, V1Y 6V8
FORT NELSON Fort Nelson General Hospital 714 (250) 565-2649 (250) 565-2640
V0C 1R0 Suite 600 - 299 Victoria St
Fax: (250) 774-3731
4
FORT ST. JAMES Stuart Lake Hospital 717 (250) 565-2649 (250) 565-2640
(Stuart Dr) Northern Health Authority
V0J 1P0 Suite 600 - 299 Victoria St
Fax: (250) 996-8777
FORT ST. JOHN Fort St. John General Hospital 701 (250) 565-2649 (250) 565-2640
8407 112 Ave Northern Health Authority
V1J 0J5 Suite 600 - 299 Victoria St
Fax: (250) 261-7650
GOLDEN Golden and District General 409 (250) 862-4200 (250) 862-4201
(835 9th Ave) Hospital
V0A 1H0 Community Health and
GRAND FORKS Boundary Hospital 803 (250) 862-4200 (250) 862-4201
(7649 - 22nd St) Interior Health Authority
V0H 1H0 Services Centre
HAZELTON Wrinch Memorial Hospital 901 (250) 565-2649 (250) 565-2640
PO Bag 999 Northern Health Authority
V0J 1Y0 Suite 600 - 299 Victoria St
Fax: (250) 842-5865
HOPE Fraser Canyon Hospital 606 (604) 587-4600 (604) 587-4666
(1275 - 7th Ave) Fraser Health Authority
V0X 1L4 Suite 400 Central City Tower
Ph: (604) 869-5656 13450 - 102 Avenue
Fax: (604) 869-7732 Surrey BC V3T 0H1
INVERMERE Invermere and District Hospital 755 (250) 862-4200 (250) 862-4201
(850 10th Ave) Interior Health Authority
Bag 5001 Community Health and
V0A 1K0 Services Centre
KAMLOOPS Royal Inland Hospital 401 (250) 862-4200 (250) 862-4201
311 Columbia St Interior Health Authority
V2C 2T1 Community Health and
5
KASLO Victorian Community Health 653 (250) 862-4200 (250) 862-4201
673 A Ave Centre of Kaslo
V0G 1M0 Community Health and
KELOWNA Kelowna General Hospital 302 (250) 862-4200 (250) 862-4201
2268 Pandosy St Interior Health Authority
V1Y 1T2 Community Health and
KITIMAT Kitimat General Hospital 917 (250) 565-2649 (250) 565-2640
920 Lahakas Blvd South Northern Health Authority
V8C 2S3 Suite 600 - 299 Victoria St
Fax: (250) 632-8700
LADYSMITH Ladysmith Community Health 506 (250) 370-8699 (250) 370-8750
(1111 - 4th Ave) Centre
V9G 1A1 Authority
Ph: (250) 739-5777 1952 Bay Street
LANGLEY Langley Memorial Hospital 115 (604) 587-4600 (604) 587-4666

22051 Fraser Hwy Fraser Health Authority
V3A 4H4 Suite 400 Central City Tower
Ph: (604) 534-4121 13450 - 102 Avenue
Fax: (604) 534-8283 Surrey BC V3T 0H1
LILLOOET Lillooet Hospital and Health 417 (250) 862-4200 (250) 862-4201
(951 Murray St) Centre
V0K 1V0 Community Health and
LYTTON St. Bartholomew's Health 405 (250) 862-4200 (250) 862-4201
(844 Main St) Centre
V0K 1Z0 Community Health and
MACKENZIE Mackenzie and District 715 (250) 565-2649 (250) 565-2640
45 Centennial Dr Hospital
V0J 2C0 Suite 600 - 299 Victoria St
Fax: (250) 997-3940
6
MAPLE RIDGE Ridge Meadows Hospital & 604 (604) 587-4600 (604) 587-4666
(11666 Laity St) Health Care Centre
Box 5000 Fraser Health Authority
V2X 7G5 Suite 400 Central City Tower
Ph: (604) 463-4111 13450 - 102 Avenue
Fax: (604) 463-1888 Surrey BC V3T 0H1
MASSET Northern Haida Gwaii Hospital 918 (250) 565-2649 (250) 565-2640
(2520 Harrison Ave) and Health Centre
Masset BC Suite 600 - 299 Victoria St
V0T 1M0 Prince George BC V2L 5B8
Ph: (250) 626-4700
Fax: (250) 626-4709
MCBRIDE McBride and District Hospital 713 (250) 565-2649 (250) 565-2640
(594 King St) Northern Health Authority
Box 669 Suite 600 - 299 Victoria St
V0J 2E0 Prince George BC V2L 5B8
Ph: (250) 569-2251
Fax: (250) 569-3369
MERRITT Nicola Valley Hospital and 403 (250) 862-4200 (250) 862-4201
3451 Voght St Health Centre
V1K 1C6 Interior Health Authority
MISSION Mission Memorial Hospital 602 (604) 587-4600 (604) 587-4666
7324 Hurd St Fraser Health Authority
V2V 3H5 Suite 400 Central City Tower
Ph: (604) 826-6261 13450 - 102 Avenue
Fax: (604) 826-9513 Surrey BC V3T 0H1
NAKUSP Arrow Lakes Hospital 655 (250) 862-4200 (250) 862-4201
97 1st Ave Interior Health Authority
V0G 1R0 Services Centre
NANAIMO Nanaimo Regional General 501 (250) 370-8699 (250) 370-8750
1200 Dufferin Cres Hospital
V9S 2B7 Vancouver Island Health
Ph: (250) 755-7691 Authority
Fax: (250) 755-7633 1952 Bay Street
Victoria BC V8R 1J8
7
NELSON Kootenay Lake Hospital 651 (250) 862-4200 (250) 862-4201
3 View St Interior Health Authority
V1L 2V1 Community Health and
NEW DENVER Slocan Community Health 652 (250) 862-4200 (250) 862-4201
401 Galena Ave Centre
V0G 1S0 Community Health and
NEW WESTMINSTER Royal Columbian Hospital 109 (604) 587-4600 (604) 587-4666
330 E. Columbia St Fraser Health Authority
V3L 3W7 Suite 400 Central City Tower
Ph: (604) 520-4253 13450 - 102 Avenue
Surrey BC V3T 0H1
NORTH VANCOUVER Lions Gate Hospital 112 (604) 736-2033 (604) 875-4750
231 E 15th St Vancouver Coastal Health
V7L 2L7 Authority
Ph: (604) 988-3131 11th floor - 601 W Broadway
Fax: (604) 984-5838 Vancouver BC V5Z 4C2
OLIVER South Okanagan General 309 (250) 862-4200 (250) 862-4201
7139 362nd Ave, RR#3 Hospital
V0H 1T0 Community Health and
th
100 MILE HOUSE 100 Mile District General 708 (250) 862-4200 (250) 862-4201
555 Cedar Ave Hospital
V0K 2E0 Community Health and
PENTICTON Penticton Regional Hospital 303 (250) 862-4200 (250) 862-4201
550 Carmi Ave Interior Health Authority
V2A 3G6 Community Health and
8
PORT ALBERNI West Coast General Hospital 851 (250) 370-8699 (250) 370-8750
3949 Port Alberni Hwy Vancouver Island Health
V9Y 4S1 Authority
Ph: (250) 731-1370 1952 Bay Street
PORT ALICE Port Alice Hospital 859 (250) 370-8699 (250) 370-8750
(1090 Marine Dr) Vancouver Island Health
Box 69 Authority
V0N 2N0 1952 Bay Street
Ph: (250) 284-3555 Victoria BC V8R 1J8
Fax: (250) 284-6163
PORT HARDY Port Hardy Hospital 510 (250) 370-8699 (250) 370-8750
9120 Granville St Vancouver Island Health
V0N 2P0 Authority
Ph: (250) 902-6011 1952 Bay Street
PORT MCNEILL Port McNeill and District 511 (250) 370-8699 (250) 370-8750
Box 790 Hospital
2750 Kingcome Pl Vancouver Island Health
V0N 2R0 Authority
Ph: (250) 956-4461 1952 Bay Street
PORT MOODY Eagle Ridge Hospital & Health 136 (604) 587-4600 (604) 587-4666
475 Guildford Way Care Centre
V3H 3W9 Fraser Health Authority
Fax: (604) 461-9972 13450 - 102 Avenue
Surrey BC V3T 0H1
POWELL RIVER Powell River General Hospital 111 (604) 736-2033 (604) 875-4750
5000 Joyce Ave Vancouver Coastal Health
V8A 5R3 Authority
PRINCE GEORGE The University Hospital of 703 (250) 565-2649 (250) 565-2640
1475 Edmonton Street Northern British Columbia
V2M 1S2 Northern Health Authority
9
PRINCE RUPERT Prince Rupert Regional 902 (250) 565-2649 (250) 565-2640
1305 Summit Ave Hospital
V8J 2A6 Northern Health Authority
PRINCETON Princeton General Hospital 305 (250) 862-4200 (250) 862-4201
(98 Ridgewood) Interior Health Authority
V0X 1W0 Services Centre
VILLAGE OF Haida Gwaii Hospital and 907 (250) 565-2649 (250) 565-2640
QUEEN CHARLOTTE Health Centre-Xaayda Gwaay
Box 9 Ngaaysdll Naay
V0T 1S0 Northern Health Authority
QUESNEL G.R. Baker Memorial Hospital 705 (250) 565-2649 (250) 565-2640
(543 Front St) Northern Health Authority
V2J 2K7 Prince George BC V2L 5B8
Ph: (250) 992-0600
Fax: (250) 992-5652
REVELSTOKE Queen Victoria Hospital 402 (250) 862-4200 (250) 862-4201
(1200 Newlands Rd) Interior Health Authority
V0E 2S0 Services Centre
RICHMOND Richmond Hospital 121 (604) 736-2033 (604) 875-4750
7000 Westminster Hwy Vancouver Coastal Health
V6X 1A2 Authority
SAANICHTON Saanich Peninsula Hospital 217 (250) 370-8699 (250) 370-8750
2166 Mt Newton X-Rd Vancouver Island Health
V8M 2B2 Authority
Ph: (250) 544-7676 1952 Bay Street
10
SALMON ARM Shuswap Lake General 404 (250) 862-4200 (250) 862-4201
th
601 10 St Hospital
V1E 4N6 Community Health and
SALT SPRING ISLAND Lady Minto Gulf Islands 206 (250) 370-8699 (250) 370-8750
135 Crofton Rd Hospital
V8K 1T1 Vancouver Island Health
Ph: (250) 538-4800 Authority
Fax: (250) 538-4870 1952 Bay Street
Victoria BC V8R 1J8
SECHELT Sechelt Hospital/shshlh 113 (604) 736-2033 (604) 875-4750
Box 7777 Hospital
V0N 3A0 Vancouver Coastal Health
Ph: (604) 885-2224 Authority
Fax: (604) 885-8628 11th floor - 601 W Broadway
Vancouver BC V5Z 4C2
SMITHERS Bulkley Valley District Hospital 903 (250) 565-2649 (250) 565-2640
3950 8th Ave Northern Health Authority
V0J 2N0 Prince George BC V2L 5B8
Ph: (250) 847-2611
Fax: (250) 847-2446
SPARWOOD Sparwood Health Centre 754 (250) 862-4200 (250) 862-4201
570 Pine Ave Interior Health Authority
V0B 2G0 Services Centre
SQUAMISH Squamish General Hospital 128 (604) 736-2033 (604) 875-4750
38140 Behrner Drive Vancouver Coastal Health
Squamish BC Authority
V8B 0J3 11th floor - 601 W Broadway
Ph: (604) 892-5211 Vancouver BC V5Z 4C2
Fax: (604) 892-9417
STEWART Stewart General Hospital 910 (250) 565-2649 (250) 565-2640
(904 Brightwell St) Northern Health Authority
V0T 1W0 Prince George BC V2L 5B8
Ph: (250) 636-2221
Fax: (250) 636-2715
SUMMERLAND Summerland Memorial 308 (250) 862-4200 (250) 862-4201
(12815 Atkinson Rd) Health Centre
V0H 1Z0 Community Health and
11
SURREY Surrey Memorial Hospital 116 (604) 587-4600 (604) 587-4666
13750 - 96th Ave Fraser Health Authority
V3V 1Z2 Suite 400 Central City Tower
Ph: (604) 581-2211 13450 - 102 Avenue
Fax: (604) 588-3382 Surrey BC V3T 0H1
SURREY Jim Pattison Outpatient Care 139 (604) 587-4600 (604) 587-4666
9750 140th Street and Surgery Centre
V3T 0G9 Fraser Health Authority
Fax: (604) 582-3795 13450 102 Avenue
Surrey BC V3T 0H1
TERRACE Mills Memorial Hospital 912 (250) 565-2649 (250) 565-2640
4720 Haugland Ave Northern Health Authority
V8G 2W7 Suite 600 - 299 Victoria St
Fax: (250) 635-7639
TOFINO Tofino General Hospital 854 (250) 370-8699 (250) 370-8750
(261 Neill St) Vancouver Island Health
Box 190 Authority
V0R 2Z0 1952 Bay Street
Fax: (250) 725-3150
TRAIL Kootenay Boundary Regional 801 (250) 862-4200 (250) 862-4201
1200 Hospital Bench Hospital
V1R 4M1 Interior Health Authority
VANCOUVER British Columbia Cancer 107 (604) 675-7400 (604) 708-2700
600 West 10th Ave Agency
Vancouver BC Provincial Health Services
V5Z 4E6 Authority
Ph: (604) 877-6000 British Columbia Cancer
Fax: (604) 875-3333 Agency Branch
700 1380 Burrard St
Vancouver, BC V6Z 2H3
VANCOUVER British Columbia's Children's 105 (604) 675-7400 (604) 708-2700
4480 Oak St Hospital
V6H 3N1 Provincial Health Services
Ph: (604) 875-2345 Authority
Fax: (604) 875-3456 Children's & Women's Health
TOLL FREE LINE Centre of British Columbia
1-888-300-3088 Branch
700 1380 Burrard St
12
VANCOUVER G.F. Strong Centre 119 (604) 736-2033 (604) 875-4750
4255 Laurel St Vancouver Coastal Health
V5Z 2G9 Authority
VANCOUVER Holy Family Hospital 118 (604) 806-8020 (604) 806-8811
7801 Argyle St Dianne Doyle
V5P 3L6 President and Chief Executive
Ph: (604) 321-2661 Officer
Fax (604) 321-2696 Providence Health Care
Society
c/o 1081 Burrard St
Vancouver BC V6Z 1Y6
VANCOUVER Mount Saint Joseph Hospital 106 (604) 806-8020 (604) 806-8811
3080 Prince Edward St Dianne Doyle
V5T 3N4 President and Chief Executive
Ph: (604) 874-1141 Officer
Fax: (604) 875-8733 Providence Health Care
Society
c/o 1081 Burrard St
VANCOUVER George Pearson Centre 120 (604) 736-2033 (604) 875-4750
700 West 57th Vancouver Coastal Health
V6P 1S1 Authority
VANCOUVER St. Paul's Hospital 102 (604) 806-8020 (604) 806-8811
1081 Burrard St Dianne Doyle
V6Z 1Y6 President and Chief Executive
Ph: (604) 682-2344 Officer
Society
c/o 1081 Burrard St
13
VANCOUVER Sunny Hill Health Centre for 114 (604) 675-7400 (604) 708-2700
3644 Slocan St Children
V5M 3E8 Provincial Health Services
Ph: (604) 453-8300 Authority
Fax: (604) 436-6520 Children's & Women's Health
TOLL FREE LINE Centre of British Columbia
1-888-300-3088 Branch
#700 1380 Burrard St
VANCOUVER British Columbia's Women's 104 (604) 675-7400 (604) 708-2700
4500 Oak St Hospital and Health Care
V6H 3N1 Centre
Ph: (604) 875-2424 Provincial Health Services
Fax: (604) 875-2379 Authority
TOLL FREE LINE Childrens' & Women's Health
1-888-300-3088 Centre of British Columbia
Branch
#700 1380 Burrard St
VANCOUVER U.B.C. Health Sciences 123 (604) 736-2033 (604) 875-4750
2211 Wesbrook Mall Centre Hospital
V6T 2B5 Vancouver Coastal Health
Ph: (604) 822-7121 Authority
VANCOUVER Vancouver General Hospital 101 (604) 736-2033 (604) 875-4750

855 W 12TH AVE Vancouver Coastal Health
V5Z 1M9 Authority
th
Ph: (604) 875-4111 11 floor - 601 W Broadway
VANDERHOOF St. John Hospital 702 (250) 565-2649 (250) 565-2640
3255 Hospital Rd Northern Health Authority
RR #2 Suite 600 - 299 Victoria St
V0J 3A0 Prince George BC V2L 5B8
Ph: (250) 567-2211
Fax: (250) 567-9713
VERNON Vernon Jubilee Hospital 301 (250) 862-4200 (250) 862
2101 32nd St Interior Health Authority
V1T 5L2 Community Health and
VICTORIA Queen Alexandra Centre for 204 (250) 370-8699 (250) 370-8750
2400 Arbutus Rd Children's Health
V8N 1V7 Vancouver Island Health
Ph: (250) 519-5390 Authority
Fax: (250) 721-6837 1952 Bay Street
Victoria BC V8R 1J8
14
VICTORIA Royal Jubilee Hospital 201 (250) 370-8699 (250) 370-8750
1952 Bay Street Vancouver Island Health
V8R 1J8 Authority
Ph: (250) 370-8000 1952 Bay Street
VICTORIA The Gorge Road Hospital 211 (250) 370-8699 (250) 370-8750
63 Gorge Rd E Vancouver Island Health
V9A 1L2 Authority
Ph: (250) 995-4700 1952 Bay Street
VICTORIA Victoria General Hospital 202 (250) 370-8699 (250) 370-8750
#1 Hospital Way Vancouver Island Health
V8Z 6R5 Authority
Ph: (250) 727-4212 1952 Bay Street
WHITE ROCK Peace Arch District Hospital 131 (604) 587-4600 (604) 587-4666
15521 Russell Ave Fraser Health Authority
V4B 2R4 Suite 400 Central City Tower
Ph: (604) 531-5512 13450 - 102 Avenue
Fax: (604) 531-0726 Surrey BC V3T 0H1
WILLIAMS LAKE Cariboo Memorial Hospital 406 (250) 862-4200 (250 ) 862-4201
517 N Sixth Ave Interior Health Authority
V2G 2G8 Community Health and
15
EXTENDED CARE HOSPITALS
ABBOTSFORD Menno Hospital 607E (604) 859-7631 (604) 859-6931
32945 Marshall Rd Arthur Enns
V2S 1K1 Chief Executive Officer
Ph: (604) 859-7631
Fax: (604) 859-6931
ABBOTSFORD Matsqui-Sumas Abbotsford 603 (604) 587-4600 (604) 587-4666
2179 McCallum Rd General Hospital, Extended
V2S 3P1 Care Units only (Cottage
Ph: (604) 853-2201 Pavilion and Worthington
Fax: (604) 853-0522 Pavilion)
Fraser Health Authority
Suite 400 Central City Tower
13450 - 102 Avenue
Surrey BC V3T 0H1
BURNABY Fellburn Hospital 132E (604) 587-4600 (604) 587-4666
6050 E Hastings St Fraser Health Authority
V5B 1R6 Suite 400 Central City Tower
Ph: (604) 412-6510 13450 - 102 Avenue
Fax: (604) 299-1015 Surrey BC V3T 0H1
BURNABY St. Michaels Centre Extended 137E (604) 434-1323 (604) 434-6469
7451 Sussex Ave Care Hospital
V5J 5C2 Helene Elias
Ph: (604) 434-1323 Executive Director
Fax: (604) 434-6469
FORT ST. JOHN Peace Lutheran Extended 760E (250) 565-2649 (250) 565-2640
9908 - 108th Ave Care Centre
V1J 2R3 Northern Health Authority
KAMLOOPS Overlander Extended Care 421E (250) 862-4200 (250) 862-4201
953 Southill St Hospital
V2B 7Z9 Interior Health Authority
NEW WESTMINSTER Queen's Park Hospital 135E (604) 587-4600 (604) 587-4666
315 McBride Blvd Fraser Health Authority
V3L 5E8 Suite 400 Central City Tower
Ph: (604) 520-0911 13450 - 102 Avenue
Fax: (604) 517-8651 Surrey BC V3T 0H1
PARKSVILLE Trillium Lodge 512E (250) 370-8699 (250) 370-8750
401 Moilliet St Vancouver Island Health
Box 940 Authority
V9P 2G9 1952 Bay Street
Fax: (250) 248-8388
16
POUCE COUPE Pouce Coupe Care Home 706E (250) 565-2649 (250) 565-2640
V0C 2C0 Suite 600 - 299 Victoria St
Fax: (250) 786-0197
QUALICUM BEACH Eagle Park Health Care 10090 (250) 370-8699 (250) 370-8750
777 Jones St Facility
V9K 2L1 Vancouver Island Health
Ph: (250) 752-7075 Authority
Fax: (250) 752-8316 1952 Bay Street
Victoria BC V8R 1J8
VANCOUVER Brock Fahrni Pavilion 153 (604) 806-8020 (604) 806-8811
4500 Oak St Dianne Doyle
V6H 3N1 President and Chief Executive
Ph: (604) 875-3220 Officer
Society
c/o 1081 Burrard St
VANCOUVER Louis Brier Hospital 122E (604) 261-9376 (604) 266-8712
1055 West 41st Ave Peter Kafka
V6M 1W9 Administrator
Ph: (604) 261-9376
Fax: (604) 266-8712
VANCOUVER St. Vincents Hospital 143E (604) 806-8020 (604) 806-8811

255 West 62 Ave Langara
V5X 2C9 Dianne Doyle
Ph: (604) 325-4116 President and Chief Executive
Fax: (604) 877-3081 Officer
Providence Health Care
Society
c/o 1081 Burrard St
17
VICTORIA Juan de Fuca Hospitals 220E (250) 370-8699 (250) 370-8750
1450 Hillside Ave (Aberdeen, Glengarry, Mt.
V8T 2B7 Tolmie, Priory)
Ph: (250) 595-4321 Vancouver Island Health
Fax: (250) 370-8750 Authority
1952 Bay Street
Victoria BC V8R 1J8
VICTORIA Mount St. Mary Hospital 212E (250) 480-3100 (250) 480-3110
861 Fairfield Rd
V8V 5A9
Ph: (250) 480-3100
Fax: (250) 480-3110
18
DIAGNOSTIC & TREATMENT CENTRES
ARMSTRONG Pleasant Valley Health Centre 307 (250) 862-4200 (250) 862-4201
3800 Patton Dr Interior Health Authority
V0E 1B0 Community Health and
BARRIERE Barriere and District Health 424 (250) 862-4200 (250) 862-4201
537 4521Barriere Town Centre
Rd Interior Health Authority
V0E 1E0 Services Centre
CHASE Chase and District Health 426 (250) 862-4200 (250) 862-4201
(825 Thompson St) Centre
V0E 1M0 Community Health and
DEASE LAKE Stikine Regional Health Centre 770 (250) 565-2649 (250) 565-2640
Highway 37 Northern Health Authority
V0C 1L0 Prince George BC V2L 5B8
Ph: (250) 771-4444

Fax: (250) 771-3911
ELKFORD Elkford and District Diagnostic 757 (250) 862-4200 (250) 862-4201
Box 640 and Treatment Centre
V0B 1H0 Interior Health Authority
Fax: (250)865-2797 Services Centre
FRASER LAKE Fraser Lake Diagnostic and 758 (250) 565-2649 (250) 565-2640
Box 1000 Treatment Centre
V0J 1S0 Northern Health Authority
GOLD RIVER Gold River Health Clinic 860 (250) 370-8699 (250) 370-8750
V0P 1G0 Authority
Ph: (250) 283-2626 1952 Bay Street
19
HOUSTON Houston Health Centre 909 (250) 565-2649 (250) 565-2640
th
3202 14 St Northern Health Authority
V0J 1Z0 Prince George BC V2L 5B8
Ph: (250) 845-2294
Fax: (250) 847-2259
HUDSON'S HOPE Hudsons Hope Gething 759 (250) 565-2649 (250) 565-2640
Box 599 Diagnostic and Treatment
V0C 1V0 Centre
Ph: (250) 783-9991 Northern Health Authority
Fax: (250) 783-9125 Suite 600 - 299 Victoria St
Prince George BC V2L 5B8
KEREMEOS South Similkameen Health 310 (250) 862-4200 (250) 862-4201
rd
700 3 St Centre
V0X 1N0 Community Health and
LOGAN LAKE Logan Lake Health Centre 423 (250) 862-4200 (250) 862-4201
V0K 1W0 Community Health and
th
NEW AIYANSH James Samuel Gosnell 919 (250) 633-2212 (250) 633-2512
Box 234 Memorial Health Centre
256 Tait Avenue Nisgaa Valley Health Authority
V0J 1A0 Julia Adams
Ph: (250) 633-5000 A/Administrator
Fax: (250) 633-2512
PEMBERTON Pemberton and District Health 422 (604) 736-2033 (604) 875-4750
Box 310 Centre
V0N 2L0 Vancouver Coastal Health
Ph: (604) 894-6633 Authority
TAHSIS Tahsis Health Centre 861 (250) 370-8699 (250) 370-8750
1085 Maquinna Dr Vancouver Island Health
Box 399 Authority
V0P 1X0 1952 Bay Street
Fax: (250) 934-6404
TUMBLER RIDGE Tumbler Ridge Health Care 720 (250) 565-2649 (250) 565-2640
(220 Front St) Centre
V0C 2W0 Suite 600 - 299 Victoria St
Fax: (250) 242-3889
20
VALEMOUNT Valemount Health Centre 718 (250) 565-2649 (250) 565-2640
th
1445 5 Ave Northern Health Authority
V0E 2Z0 Prince George BC V2L 5B8
Ph: (250) 566-9138
Fax: (250) 566-4319
VANCOUVER Mary Pack Arthritis Centre 003 (604) 736-2033 (604) 875-4750
895 West 10th Ave Vancouver Coastal Health
V5Z 1L7 Authority
WHISTLER Whistler Diagnostic and 425 (604) 736-2033 (604) 875-4750
4380 Lorimer Rd Treatment Centre
V0N 1B4 Vancouver Coastal Health
Ph: (604) 932-4911 Authority
21
OUTPOST HOSPITALS
BURNABY Canadian Red Cross Society (604) 709-6600 (604) 709-6675
3400 Lakecity Way BC
Burnaby BC Mary Harder
V5A 4Y2 Director, Lower Mainland
Region
ALEXIS CREEK Alexis Creek Health Centre, 416 (250) 862-4200 (250) 862-4201
2591 Morton Road Alexis Creek
Alexis Creek BC Interior Health Authority
V0L 1A0 Community Health and
Services Centre
th
5 Floor 505 Doyle Avenue
ATLIN Atlin Health Centre 914 (250) 565-2649 (250) 565-2640
rd
3 Street Northern Health Authority
Atlin BC Suite 600 - 299 Victoria St.
V0W 1A0 Prince George BC V2L 5B8
BAMFIELD Bamfield Health Centre 855 (250) 370-8699 (250) 370-8750
Box 40 353 Bamfield Vancouver Island Health
Road Authority
Bamfield BC 1952 Bay Street
V0R 1B Victoria BC V8R 1J8
Ph: (250) 728-3312
BLUE RIVER Blue River Health Centre, 412 (250) 862-4200 (250) 862-4201
858 Main Street Blue River
Blue River BC Interior Health Authority
V0E 1J0 Community Health and
Services Centre
EDGEWOOD Edgewood Health Centre, 656 (250) 862-4200 (250) 862-4201
344 Monashee Ave Edgewood
Edgewood BC Interior Health Authority
V0G 1J0 Community Health and
Services Centre
KYUQUOT Kyuquot Health Centre 857 (250) 370-8699 (250) 370-8750
100 Okime Street Vancouver Island Health
Kyuquot BC Authority
V0P 1J0 1952 Bay Street
22
MISCELLANEOUS
COQUITLAM Riverview Hospital 00929 (604) 675-7400 (604) 708-2700
500 Lougheed Hwy Provincial Health Services
V3C 4J2 Authority
Ph: (604) 524-7000 British Columbia Mental Health
Fax: (604) 524-7016 Society Branch
700 1380 Burrard St
Vancouver BC V6Z 2H3
VANCOUVER BC Drug & Poison Information 102 (604) 707-2789 (604) 707-2807
0063 655 West 12th Ave Centre
V6Z 4R4 c/o BC Centre for Disease
Ph: (604) 707-2789 Control
Fax: (604) 707-2807
VICTORIA Victoria Hospice Society (250) 370-8715 (250) 370-8625
1952 Bay St
V8R 1J8
Ph: (250) 370-8715
Fax: (250) 370-8716
K\Societies\Lists\Hospital Address List\Hospital Address List.doc

FOODFREE If you know of changes / additions please contact the office at Carnegie Centre 401 Main St. 604-665-2274 Updated January 03, 2017
* = not confirmed ORGANIZATION WHATS OFFERED MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
Carrall Street Church 12:30pm
Service & Meal 6:30pm 6:30pm 6:30pm
331 Carrall St 604-684-3097 Families Only
*First Saturday of
Door is Open 1:30 Lunch
month breakfast @
Lunch 11am 11am 11am 11am 7am 12 noon
255 Dunlevy 604-669-0498 Seniors Only
11am
3:30 6:30pm
Downtown Eastside Neighbourhood House Breakfast 10 -11:30am Families Only 10 - 11:30am 3:30 6:30pm
573 E. Hastings 604-215-2030 Lunch (Except before 11:30am - 2pm Families Only
cheque day)
Drug Users Resource Centre (DURC) Breakfast 10:30am 10:30am 10:30am 10:30am 10:30am
(Formerly Lifeskills) Lunch 12:00pm 12:00pm 12:00pm 12:00pm 12:00pm Closed Closed
412 E Cordova 604-678-8278 Snacks & Coffee 11am & 2:30pm 11am & 2:30pm 11am & 2:30pm 11am & 2:30pm 11am & 2:30pm
Dugout 59 Powell 604-685-5239 Coffee/Soup/Bun 7:30am 7:30am 7:30am 7:30am 7:30am 7:30am 8:30am
8:30am
Breakfast 8:30am 8:30am 8:30am 8:30am 8:30am 8:30am
First United Church 12:00pm
Lunch 12:00pm 12:00pm 12:00pm 12:00pm 12:00pm 12:00pm
320 E. Hastings 604-681-8365 2:00pm
Snack (M-F) 2:00pm 2:00pm 2:00pm 2:00pm Dinner 6:00pm
Food on the Corner Main and Cordova Soup, Bread, Coffee, Sweets & Sandwiches 11:00am 12 noon
Meal (limited meals

Harbour Light 119 E. Cordova 604-646-6800 10:30 - 11:30am 10:30 - 11:30am 10:30 - 11:30am 10:30 - 11:30am 10:30 - 11:30am
so be there at least
No meal on cheque issue day 15 minutes before) 4:00 5:00pm 4:00 5:00pm 4:00 5:00pm 4:00 5:00pm 4:00 5:00pm
7 pm hotdogs, 11am hotdogs,

Living Waters 782 E. Hastings 604-251-2493 Service the Food coleslaw, coffee, coleslaw, coffee,
juice juice
Charlies SPCA TICKETS GIVEN OUT Power Breakfast

Mission Possible 543 Powell St. 604-253-4469 PET FOOD BANK STARTING AT 9 am
10am 2pm 8:30 am Coffee 12 1:30
Potters Place 21 E. Hastings St. 604-688-2968 Closed for Renovations
Salvation Army Soup Truck 222 Main St. 604-525-7311 Soup/ Sandwich Treats 9:45pm-11pm 9:45pm-11pm
Lunch Lunch 11am

Union Gospel Mission Drop In Lunch 11am Lunch 11am Lunch 11am Lunch 11am Lunch 11am
Dinner Dinner 6:30pm Dinner 6:30pm Dinner 6:30pm Dinner 6:30pm Dinner 6:30pm Dinner 4pm Dinner 4pm
601 E. Hastings St. Enter on Princess St 604-253-3323
FOODFREE If you know of changes / additions please contact the office at Carnegie Centre 401 Main St. 604-665-2274 Updated October 11, 2016
* = not confirmed ORGANIZATION WHATS OFFERED MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
YOUTH ONLY FREE FOOD

Dusk til Dawn (Youth 21 Years and under only) Hot Meals
8 8:30pm 8 8:30pm 8 8:30pm 8 8:30pm 8 8:30pm 8 8:30pm 8 8:30pm
1134 Burrard 604-633-1472 or 1-800-249-6884
WOMEN ONLY FREE FOOD

Crabtree Corner YWCA Coffee 10:30am
Bagged lunch
Lunch 2 - 3:15pm 2 - 3:15pm Soup & Bannock 2 - 3:15pm
(WOMEN ONLY) 533 E. Hastings 604-216-1650 12 - 1:15pm starts at 2pm
Door is Open 381 E. Cordova 604-669-0498 8:30am Breakfast

Breakfast/Lunch 11:30am Lunch
(WOMEN ONLY)
Sheway 533 E. Hastings 604-216-1699 Lunch

12 - 2pm 12 - 2pm 12 - 2pm 12 - 2pm 12 - 2pm
(Pregnant Women Only drug & alcohol) *except stat holidays
WISH 330 Alexander 604-669-9474 Breakfast 7 9 am 7 9 am 7 9 am 7 9 am 7 9 am 7 9 am 7 9 am

(Female Sex Trade Workers only) Hot Meal & Coffee 6 8 pm 6 8 pm 6 8 pm 6 8 pm 6 8 pm 6 8 pm 6 8 pm
Lunch 12:30 - 1:45 pm 12:30 - 1:45 pm 12:30 - 1:45 pm 12:30 - 1:45 pm 12:30 - 1:45 pm 12:30 - 1:45 pm 12:30 - 1:45 pm
Womens Centre 302 E. Columbia 604-681-8480 Movie 2pm 2pm 2pm 2pm 2pm 2pm 2pm
(Popcorn is subject to availability)
LOW COST MEALS FOR LOW COST GROCERIES TRY;

Downtown Community Health Clinic Food Services 179 E. Hastings 604.609.7372 Weekdays
Quest Food Exchange WWW.QUESTOUTREACH.ORG BY REFERRAL ONLY (check website for client referral form) 604.602.0186
Carnegie Centre 401 Main Street 604-665-2220 Breakfast $ 2.00 9 - 11am 9 - 11am 9 - 11am 9 - 11am 9 - 11am 9 - 11am 9 - 11am
Lunch $ 2.25 12 - 4pm 12 - 4pm 12 - 4pm 12 - 4pm 12 - 4pm 12 - 4pm 12 - 4pm
Dinner $ 3.25 5 - 8pm 5 - 8pm 5 - 8pm 5 - 8pm 5 - 8pm 5 - 8pm 5 - 8pm
Evelyne Saller Center aka the 44 Breakfast $2.00 10 am - 12 pm 10 am - 12 pm 10 am - 12 pm 10 am - 12 pm 10 am - 12 pm 10 am - 12 pm 10 am - 12 pm

320 Alexander 604-665-3075 Lunch $2.00 11 - 3 pm 11 - 3 pm 11 - 3 pm 11 - 3 pm 11 - 3 pm 11 - 3 pm 11 - 3 pm
Dinner $2.00 3 - 5:50 pm 3 - 5:50 pm 3 - 5:50 pm 3 - 5:50 pm 3 - 5:50 pm 3 - 5:50 pm 3 - 5:50 pm
Gathering Place 609 Helmcken 604-665-2391 Breakfast $2.00 10 - 11:00 am 10 - 11:00 am 10 - 11:00 am 10 - 11:00 am 10 - 11:00 am 10 - 11:00 am 10 - 11:00 am
Lunch $2.75 12:00- 1:25 pm 12:00- 1:25 pm 12:00- 1:25 pm 12:00- 1:25 pm 12:00- 1:25 pm 12:00- 1:25 pm 12:00- 1:25 pm
Dinner $3.25/$3.75 4:00 - 5:25 pm 4:00 - 5:25 pm 4:00 - 5:25 pm 4:00 - 5:25 pm 4:00 - 5:25 pm 4:00 - 5:25 pm 4:00 - 5:25 pm
Tourism Vancouver Official Map Metro Vancouver
1 To Whistler, 2 3 4 5 6 7 8 Exclusive Savings Tourism Vancouver
Squamish & Visitor Centre
Pemberton
Attractions, Sightseeing, Adventure, 200 Burrard Street,
Accommodation and Entertainment at Canada Place Way
99 Legend Free Reservation & Information Services
Hours of Operation:
Tourism Vancouver Visitor Centre SkyTrain Canada Line
Bowen Island and
9:00am to 5:00pm Daily

Sunshine Coast
LIONS Lynn Headwaters Hospital SkyTrain Expo Line

A A
To Nanaimo,
Regional Park tourismvancouver.com

BAY Ski Area SkyTrain Millennium Line
Located inside the Tourism Vancouver Visitor Centre
Cypress Bus Exchange West Coast Express

Provincial
Park Highway Seaplane Terminal Metro Vancouver Index
HORSESHOE
BAY
11
Route Number SeaBus Terminal
ACCOMMODATIONS PUBLIC TRANSIT
Cypress
N
Mountain Trans Canada Highway B.C. Ferries
Grouse Vancouver For full schedules visit translink.ca or call 604.953.3333.
Mountain Lower Seymour Customs Border Crossing 1 2400 Motel D3
B.C. Ferries
Terminal WEST Conservation
Reserve
2 Atrium Inn C3 CANADA LINE SKYTRAIN
A Waterfront I Marine Drive
VANCOUVER 3 Conferences & Accommodation at UBC C1 B Vancouver City Centre J Bridgeport
B B 4 Days Inn Vancouver Metro D3
LO N S D A L E AV E
Mount Seymour
1 inch = Approx. 4km / 2.5mi C Yaletown Roundhouse K Templeton
5 Hostelling International - D Olympic Village L Sea Island Centre
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1 10 RD Vancouver Jericho Beach C2 E BroadwayCity Hall M YVR Airport
TAY LO R W AY
MAR EY Indian
IN
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F King Edward N Aberdeen
Lighthouse DR VA Arm
N Richmond/Vancouver Airport G Oakridge41st Avenue O Lansdowne
Park L YN Lynn Northlands
Canyon Golf Course 6 The Fairmont Vancouver Airport E2 H Langara49th Avenue P RichmondBrighouse
To
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To Grouse Mtn
& Capilano Suspension
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NORTH Park Kayak Rentals
7 Hilton Vancouver Airport Hotel F1
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RD
& Whistler 99 99 A Waterfront N 22nd Street

9 Marriott Vancouver Airport F1
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IL 16 12 M T S E YM O U R P K W Y B Burrard O New Westminster

3
17 C 15 AP 18
D O L LA RTO N H
PORT 10 Pacific Gateway Hotel Vancouver Airport F1 C Granville P Columbia
English DEEP 11 Quality Hotel Airport (South) F1
M ARINE DR W
Y Belcarra
MOODY D StadiumChinatown Q Scott Road
P E M B E RTO N AV E
Stanley
Burrard COVE
CO A ST M E R I D I A N R D
Regional Park
LIONS Bay Park IO
CO
D AV I D AV E 12 Radisson Hotel Vancouver Airport F1 E Main StreetScience World R Gateway
C GATE
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SeaBus to B A R N ET H W Y 14 Sheraton Vancouver Airport Hotel F1 G Nanaimo T King George
North Vancouver West Coast Express
99
To North &
West Vancouver DOWNTOWN 6 3 7A GUILDFORD WY
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GA
ST J O H N S 16 Holiday Inn & SuitesNorth Vancouver C3
N
GL
5 PRAIRIE RD L Royal Oak X Production Way
CLA R K D R
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3
COQUITLAM
AR
1 4 T H AV E 1 ST AV E 17 Lionsgate Travelodge C1
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DI
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BOUNDARY RD
N E AV E S R D
British
7 Columbia VANCOUVER 19 Y
MAPLE Suburban Vancouver A VCCClark Evergreen Extension
99A PITT RIVER 19 Delta Burnaby Hotel & B CommercialBroadway L Burquitlam
D U N B A R ST
WILLINGDON
A U ST I N R D
RIDGE
ARBUTUS
13 Millennium Line
B L U E M O U N TA I N
BRIDGE C Renfrew M Moody Centre
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MA na D Rupert N Inlet Centre
D 9 Queen b y Lake HE D 20 Delta Town & Country Inn F3
T CO LU M B I A
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1 Deer
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HW
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1 3 2 N D AV E
21 Sheraton Vancouver Guildford Hotel E6
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F Brentwood Town Centre
O Coquitlam Central
P Lincoln
4 1 ST AV E er
2 2 4 T H ST
iv
2 3 2 N D ST
2 0 3 R D ST
VE tt R G Holdom Q Lafarge Lake
7B
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Pi
K N I G H T ST
4 9 T H AV E A
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CA
H SperlingBurnaby Douglas
C A M B I E ST
TH ATTRACTIONS & MUSEUMS
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10 MEADOWS
NA
PORT MANN
Lake
DA
BRIDGE DEWDNEY TRUNK RD

Expo Line (TOLL) I Lake City Way
W
Vancouver
AY
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1 1 6 T H AV E J Production Way
12
Vancouver L BRIDGE 17 1 Beaty Biodiversity Museum D1 University

YA
TH
MARINE DR
International Canada Line North Arm SE MARINE RO S 2 Bloedel Conservatory, Queen Elizabeth Park D2 K Lougheed Town
ST
Frase DR FR
Airport r Ri AS 3 Hastings Racecourse C3
ver ER Centre
2 4 0 T H ST
21 PE GOLDEN EARS 4 Nitobe Memorial Garden D1
RI
NEW
To Mission
B R I D G E P O RT R D 1 0 4 T H AV E WEST COAST EXPRESS
6
BRIDGE 5 Old Hastings Mill Store Museum C2
ME
(TOLL)
WESTMINSTER 6 Pacific National Exhibition C3
A Waterfront E Pitt Meadows
TE R RD
E Seaplane E 7 UBC Botanical Garden &
B Port Moody F Maple Meadows Way
Terminal 91 RICHMOND FWY
C Coquitlam Central G Port Haney
9 6 T H AV E 9 6 T H AV E
9 6 T H AV E Greenheart Canopy Walkway D1 D Port Coquitlam H
TRAN Mission
S CA
RD
NAD 8 UBC Museum of Anthropology C1
W E ST M I N ST E R H W Y A HW
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Please note that station H is located east of Maple Ridge
OV
8 8 T H AV E 8 8 T H AV E
GL
ALEX FRASER
1 3 2 N D ST
1 4 4 T H ST and is not shown on the map.
1 5 2 N D ST
17
RICHMOND BRIDGE 1A North Vancouver
& The Okanagan

Harrison Hot Springs
Hope (Hells Gate Airtram),
To Abbotsford, Aldergrove,
1 1 2 T H ST
Five Departures West / East Daily

iver FR
FORT 10 Capilano Suspension Bridge Park B2
G I L B E RT R D
ser R AS
Fra ERIM
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N O. 2 R D
N O. 1 R D
N O. 3 R D
2 8 0 T H AV E
13 99
h
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m P HW
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8 0 T H AV E
LANGLEY 11 Grouse Mountain,
SEABUS SCHEDULE
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10 ut The Peak of Vancouver B3

SE
So R A Monday to Saturday First Sail Last Sail

B R I D G E P O RT RD SF Burns Bog
TR
AN 12 Maplewood Farm C4
SC Departing Waterfront 6:16am 1:22am
S COTT R D
ST E V E STO N H W Y R RD Ecological
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16 99A 10
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7 Richmond
91 10 5 8 T H AV E
LANGLEY
1 0 4 T H ST
11 14 9 10 5 6 T H AV E 5 6 T H AV E 15 Gulf of Georgia Cannery

G I L B E RT R D
W E ST M I N ST E R H W Y BC FERRIES SAILINGS
N O. 2 R D
National Historic Site F2

From Horseshoe Bay to: Journey Time
To Vancouver WE CLOVERDALE 18 16 Richmond Olympic Experience F1 Nanaimo 1 hour 40 minutes
1 5 2 N D ST
ST 99
HA 4 8 T H AV E 10 LA D N E R T R U N K R D Bowen Island 20 minutes
M FR Langley
IS AS Langdale & Sunshine Coast 40 minutes
.R
D LADNER Boundary Bay
15 ER
HW
17 Fort Langley National Historic Site Departure Bay 1 hour 40 minutes
7 2 N D ST
Airport Y of Canada E8
4 6 A ST
4 0 T H AV E
18 Greater Vancouver Zoo G8 From Tsawwassen to:
G 17A
1A
G Duke Point 2 hours
Swartz Bay 1 hour 35 minutes
2 1 6 T H ST
2 0 8 T H ST
1 8 4 T H ST
2 0 0 T H ST
2 4 8 T H ST
1 9 2 N D ST
1 6 8 T H ST
2 3 2 N D ST
1 7 6 T H ST
SHOPPING CENTRES Gulf Islands 1 to 3 hours

1 4 0 T H ST
2 8 T H AV E 99
1 Aberdeen Centre F1
MARINE DR
99A
2 4 T H AV E 2 4 T H AV E 2 4 T H AV E 2 McArthurGlen Designer Outlet F1 MOST USED NUMBERS
3 Park Royal Shopping Centre C1
TSAWWASSEN Boundary WHITE Emergency
Bay ROCK 1 6 T H AV E 1 6 T H AV E (Fire, Ambulance, Police) 911
BOU
THEATRE & PERFORMING ARTS Non-Emergency Police 604.717.3321

S TAYT E R D
MARINE DR
1 2 T H AV E
ND ARY B
Lost Passport 604.717.3321

White Rock 1 Chan Centre for the Performing Arts D1 City Information 311
Beach & Pier 8 T H AV E
H AY RD Promenade H 2 The Cultch (Vancouver East Cultural Centre) C3 Weather Report 604.664.9010
B.C. Ferries
Terminal 3 Norman Rothstein Theatre D2 Drive B.C. Road Conditions 1.800.550.4997
1 ST AV E Visitor Centre 604.683.2000
Point Roberts BRITISH COLUMBIA, CANADA Peace Arch Pacific
Border Crossing WASHINGTON, USA Border Crossing Border Crossing
To Victoria & Gulf
Islands (from B.C. To Seattle (USA) To Aldergrove
Ferries Terminal) and I-5 Border Crossing
1 2 3 4 5 6 7 8
Part 9 Proposed SINGLE MEMBER PLURALITY BOUNDARIES 9
H. The Tri-Cities Area

The geographical area that we describe
as the Tri-Cities region is bounded by
Indian Arm on the northwest, Burnaby
Part 9 Proposed Single Member Plurality Boundaries

and New Westminster on the south-
west, the Fraser River on the south and
the Pitt River on the east. It includes
three cities Port Moody, Coquitlam
and Port Coquitlam as well as the
Villages of Anmore and Belcarra.
1. Evolution of the Tri-Cities

electoral districts
Immediately prior to the 1966 Angus
Commission, there was one single-
member electoral district (Dewdney)
extending from Indian Arm east to
Hope, on the north side of the Fraser
River (see Tri-Cities, Map 1).
Tri-Cities, Map 1
181
9 PART 9 Proposed SINGLE MEMBER PLURALITY BOUNDARIES
a. Angus Commission (1966)

The Angus Commission recommended
that Dewdney be split into two single-
member districts (see Tri-Cities, Map
2). The western portion, extending
PART 9 Proposed Single Member Plurality Boundaries
from Indian Arm and the eastern

boundaries of the Burnaby and New
Westminster electoral districts eastward
to the Pitt River, would be named Co-
quitlam, encompassing all the area we
now refer to as Tri-Cities.

The Legislative Assembly adopted
the Angus Commissions recom-
mendations.
Tri-Cities, Map 2
182
b. The Norris Commission (1975)

Due to population growth and under-
representation in the legislature, the
Norris Commission recommended
(Tri-Cities, Map 3) that the boundaries

of the Coquitlam electoral district re-
main unchanged, but it should become
a dual-member district.

The Legislative Assembly did not
adopt the Norris Commissions recom-
mendations.
Tri-Cities, Map 3
183
c. The Eckardt Commission (1978)

Judge Eckardt recommended (see
Tri-Cities, Map 4) that the Coquitlam
electoral district be divided into two
single-member districts:
Maillardville-Coquitlam would be a
comparatively small district, ex-
tending from the Burnaby district
boundary east to Essondale and
from the southern boundary of Port
Moody south to the Fraser River.
Coquitlam-Moody would consist of
the municipalities of Port Moody,
Port Coquitlam and the remainder
of Coquitlam.

Judge Eckardts recommendations.
d. The Warren Commission (1982)

None of Mr. Warrens recommenda-
tions affected these electoral districts.
e. The McAdam Commission (1984)

None of the McAdam Commissions
recommendations affected these elec-
toral districts.
Tri-Cities, Map 4
184
f. The Fisher Commission (1988)

Judge Fisher recommended (see Tri-
Cities, Map 5) that the number of
districts be increased from two to three:
Port MoodyBurnaby Mountain

would be bounded on the west by
Indian Arm and Duthie Road in
Burnaby, on the south by Smith
Avenue and Como Lake Avenue,
and on the east by the Coquit-
lam district municipalitys western
boundary.
Port Coquitlam would extend from
the Coquitlam district municipalitys
western boundary eastward to the
Pitt River.
Coquitlam-Maillardville would be
approximately the same as the exist-
ing Maillardville-Coquitlam district.

Judge Fishers recommendations.
g. The Wood Commission (1999)

In its interim report, the Wood Com-
mission noted that the population of
the electoral district of Port Coquitlam
had grown by 91 percent in the pre-
ceding decade, requiring significant
Tri-Cities, Map 5
185
redrawing of electoral boundaries in the

Tri-Cities area (Tri-Cities, Map 6):
Port MoodyBurnaby Mountain
the commission accepted that there
was a community of interest among
the people residing in the moun-

tain area on the north shore of Port
Moody in Belcarra, Anmore and
Heritage Mountain, and in the Eagle
Ridge and Westwood Plateau areas
of Coquitlam where there had been
significant new development. It pro-
posed extending the eastern bound-
ary farther east into Coquitlam (to
the Coquitlam River) and moving
the southern boundary farther north
to the southern municipal boundary
of Port Moody, and re-naming the
district Port MoodyWestwood.
Coquitlam-Maillardville this
district would be bounded on the
north by the proposed new Port
MoodyWestwood district, on the
west by the proposed new Burquit-
lam district, on the south by the
Fraser River and on the east by the
Coquitlam municipal border.
Port Coquitlam this district (which
the commission proposed be named
Port CoquitlamBurke Mountain)
combined parts of the cities of Tri-Cities, Map 6
Coquitlam and Port Coquitlam. The
commission heard no significant
objection to this arrangement, and
186
recommended that the electoral The City of Coquitlam expressed It was suggested that the western
district be preserved in large part, dissatisfaction with the degree to boundary of Coquitlam-Maillardville
except that the Coquitlam River be which Coquitlam shared electoral should run straight along Blue
used as part of the western boundary. districts with adjacent municipalities. Mountain Street, but the commis-
Burquitlam the increase in popu- It provided the commission with two sion concluded that including an

lation also necessitated an elec- alternative maps with three and additional 3,100 people from the
toral district that included parts of four electoral districts in the Tri- Burquitlam electoral district in this
Burnaby and Coquitlam, extending Cities area, respectively. Although the district would produce too high a
eastward to Blue Mountain Street city accepted the necessity of electoral deviation.
and Gatensbury Street. districts shared with Port Coquitlam, The western boundary of the Port
Port Moody, Anmore and Belcarra, CoquitlamBurke Mountain elec-
The commission was satisfied that these it urged the commission to avoid toral district followed the Coquit-
changes would allow for the continued creating an electoral district shared lam River, except for one triangular
population growth expected due to between Coquitlam and Burnaby. section west of the river, which some
development in the Town Centre and The Wood Commission concluded people suggested should become
northeast areas of Coquitlam. Although that adopting the City of Coquit- part of Coquitlam-Maillardville.
the City of Coquitlam requested lams proposals for three or four elec- However, this boundary followed the
electoral districts wholly within its toral districts in the Tri-Cities area Port Coquitlam municipal bound-
municipal boundaries, the fact that would produce deviations that were ary, and the commission decided that
Coquitlams high population was locat- too high. The three-district proposal those residents of Port Coquitlam
ed adjacent to the smaller communities would have two electoral districts in west of the river should most
of Port Moody and Port Coquitlam led excess of plus 20 percent, and the logically be included in an electoral
the commission to conclude that some four-district proposal would have one district with other residents of Port
overlap of the municipal boundaries was electoral district at plus 26 percent. Coquitlam.
necessary in order to create electoral Residents of Coquitlam-Maillardville
districts with appropriate populations. living between Guildford Way and The Legislative Assembly adopted
the Barnet Highway felt that they all the Wood Commissions recom-
In its final report, the commission con- should be included in Port Moody mendations.
sidered, but ultimately rejected, several Westwood, as the Barnet Highway
proposed changes: would leave them somewhat isolated
from Coquitlam-Maillardville. How-
ever, the commission concluded that
including these 4,000 people would
produce too high a positive deviation
in Port MoodyWestwood, where
continued high growth was expected.
187
2. Our analysis of the Tri-Cities electoral districts
The geographical area that we describe electoral districts yields an average Coquitlam Town Centre area and in
as the Tri-Cities region now has three deviation of minus 5.3 percent (based the citys southwest quadrant.
electoral districts, plus approximately on 79 electoral districts), quite appro-

42 percent of the Burquitlam electoral priate for such a fast-growing urban As mentioned earlier, in urban areas, we
district (see map on page 190). These area. Consequently, we are satisfied that attempted to design electoral districts
electoral districts, with their deviations the Tri-Cities region should have four that correspond to municipal bound-
at the time of the 1996 census, and electoral districts. aries where possible, because in our
now, are as follows (see Table 17): view municipalities are good indicators
In deciding how to configure electoral of long-standing community interests.
Table 17: Current SMP electoral districts within this region, we began
districts in the Tri-Cities with examining the physical configura- The current Port MoodyWestwood
Electoral 1996 2006 tion of the five municipalities in this electoral district, with 68,000 people
District deviation* deviation** region, and how the population is and a deviation of plus 30.6 percent,
Port Moody distributed among them: has too many residents for a single elec-
Westwood +5% +30.6% toral district. We decided to combine all
Coquitlam- Coquitlam 114,565 of Port Moody, the Villages of Anmore
Maillardville +4.9% -4% Port Coquitlam 52,687 and Belcarra, a portion of southwest
Port Coquitlam Port Moody 27,512 Coquitlam beginning at North Road
Burke Mountain +6.9% +9.4% Anmore 1,785 on the Burnaby-Coquitlam boundary,
Burquitlam +8.8% +2.5% Belcarra 676 following the southern boundary east
* based on 1996 census data, and assuming TOTAL **197,278 along Austin Avenue to Schoolhouse
79 electoral districts ** The total population of our Tri-Cities region Street, north along Schoolhouse and
** based on 2006 census data, and assuming (The above total does not include 53 persons
79 electoral districts Crestwood Streets, then continuing
on the First Nations Reserve and other unin-
corporated areas that are a part of the electoral east along Ingersoll and Brookmount
The total population of the current district population for this region.) Avenues, and Balmoral Street to the
three Tri-Cities electoral districts is Port MoodyCoquitlam municipal
174,947. We are satisfied that those Since the 1999 Wood Commission, boundary. This created a district with
residents of the current Burquitlam there has been significant growth in the 51,539 people, and a deviation of
district who live within the City of Westwood Plateau area of Port Moody plus 1.5 percent. This approach would
Coquitlam (pop. 22,331) should be and Coquitlam, and in the Burke bring three municipalities into the one
included in a Tri-Citiesbased district. Mountain area of Coquitlam. We were electoral district that we propose be
That brings the total population of the advised that growth in these areas has called Port MoodyCoquitlam
Tri-Cities region to 197,278. Rebalanc- peaked, and that the most pronounced (see map of proposed Port Moody
ing that population among four future growth will take place in the Coquitlam electoral district page 192).

188
Part 9 ProPosed sINGLe MeMBer PLUraLItY BoUNdarIes 9
the next area we considered was the 3. Conclusion

City of Port Coquitlam. Its 2006 accordingly, we propose that there be
census population is 52,687. If the four electoral districts in the tri-Cities
city were to constitute one electoral region, as follows:
district, it would have a deviation of
Part 9 ProPosed single MeMber Plurality boundaries

plus 3.8 percent. Given our desire to
taBLe 18: ProPosed sMP eLeCtoraL
respect municipal boundaries whenever
possible in the development of elec-
dIstrICts IN tHe trI-CItIes reGIoN
toral districts, we are satisfied that the
population of the City of Port Coquit- Electoral District Sq. Km. Population Deviation*
lam is close enough to parity to justify
Port MoodyCoquitlam 83 51,539 +1.5%
its own electoral district. We believe
there should be a new Port Coquit- Coquitlam-Maillardville 30 46,315 -8.8%
lam electoral district that corresponds CoquitlamBurke Mountain 615 46,732 -8%
exactly to the municipal boundaries.
Port Coquitlam 35 52,692 +3.8%
the proposed Port Coquitlam electoral
district includes the Coquitlam 2 Indian * based on 81 electoral districts, with a provincial electoral
quotient of 50,784
reserve that has five people (see map
of proposed Port Coquitlam electoral
district page 193).
We then balanced the remaining

Coquitlam population between two
electoral districts, using the Canadian
Pacific railway right-of-way as the
divider. We propose naming the elec-
toral district in the southwest
Coquitlam-Maillardville, and the
electoral district in the northwest
CoquitlamBurke Mountain. they
will have deviations of minus 8.8
percent and minus 8 percent, respec-
tively (see maps of proposed Coquit-
lam-Maillardville and CoquitlamBurke
Mountain electoral districts pages
194-195).
189
Region: Tri-Cities Current Electoral Districts

190
Region: Tri-Cities Proposed Electoral Districts

191
Region: Tri-Cities Proposed Port MoodyCoquitlam Electoral District

192
Region: Tri-Cities Proposed Port Coquitlam Electoral District

193
Region: Tri-Cities Proposed Coquitlam-Maillardville Electoral District

194
Region: Tri-Cities Proposed CoquitlamBurke Mountain Electoral District

195
L. Vancouver
1. Evolution of Vancouvers
electoral districts
Immediately prior to the 1966 Angus

Commission, there were four electoral
districts in the City of Vancouver, elect-
ing nine MLAs (see Vancouver, Map
1), as follows (moving from east to
west) Vancouver East (2), Vancouver
Centre (2), Vancouver Burrard (2) and
Vancouver Point Grey (3).
Vancouver, Map 1
247
a. The Angus Commission (1966)

The commission recommended the
abolition of all multi-member electoral
districts (which would give Vancouver
nine single-member districts), and an
increase of three ridings, for a total of

12 electoral districts (see Vancouver,
Map 2). Moving from east to west, they
would be known as:
Vancouver-Hastings
Vancouver-Rupert
Vancouver-Fraserview
VancouverMountain View
Vancouver-Centre
Vancouver-Burrard
Vancouver-Shaughnessy
Vancouver-Langara
Vancouver-Park
Vancouver-Kitsilano
Vancouver-Quilchena
Vancouver-University.
Vancouver, Map 2
248
The Legislative Assembly adopted the

commissions recommendation that
Vancouver have 12 MLAs, but did
not adopt the Angus Commissions
proposed new single-member districts.

Rather, it approved six two-member
electoral districts (see Vancouver,
Map 3), to be called:
Vancouver East (2)
Vancouver South (2)
Vancouver Centre (2)
VancouverLittle Mountain (2)
Vancouver-Burrard (2)
VancouverPoint Grey (2).
Vancouver, Map 3
249
b. The Norris Commission (1975)

The Norris Commission recommended
that the boundaries of the Vancouver
ridings be adjusted to take into ac-
count, as far as possible, local com-
munities of interest, as recognized by

Vancouver City and adopted in the
establishment of Community Resource
Boards. It proposed to retain the cur-
rent six two-member electoral districts
(see Vancouver, Map 4), but made
several boundary changes.

The Legislative Assembly did not
adopt the Norris Commissions recom-
mendations.
Vancouver, Map 4
250
c. The Eckardt Commission (1978)

Judge Eckardt recommended that Van-
couver retain dual-member ridings, but
that the number of electoral districts be
reduced from six to five, by abolishing

VancouverBurrard and by apportion-
ing that area among the three adjoining
districts (see Vancouver, Map 5). With
the exception of some alterations, the
remaining boundaries should remain
the same. The divisions were based
on City of Vancouver and Point Grey
Census Tract figures, and an effort
to preserve community identities. He
recommended the following districts:
Vancouver East (2), Vancouver-Centre
(2), VancouverLittle Mountain (2),
Vancouver South (2) and Vancouver
Point Grey (2).

The Legislative Assembly adopted all of
Judge Eckardts recommendations.
d. The Warren Commission (1982)

An earlier commission had used Arbu-
tus Street as the dividing line between
its proposed VancouverPoint Grey
and VancouverLittle Mountain elec-
toral districts, but had extended its
proposed VancouverLittle Mountain
Vancouver, Map 5 electoral district west of Arbutus in
one area (bounded by 33rd Avenue,
Macdonald Street and 23rd Avenue).
This oddly-shaped protuberance had
become known colloquially as Gracies
finger, amid accusations of gerry-
mandering. Mr. Warren characterized
251
such allegations as inconclusive and

unsubstantiated charges. However, he
recommended that the disputed area
be returned to VancouverPoint Grey
for historical reasons, to equalize the
population between the two electoral

districts, and to end the partisan attacks.
The Legislative Assembly did not adopt
this recommendation.
e. The McAdam Commission (1984)

None of the McAdam Commissions
recommendations affected these elec-
toral districts.
f. The Fisher Commission (1988)

Judge Fishers terms of reference re-
quired that he eliminate dual-member
ridings. He concluded in his interim
report that Vancouver was entitled to
10 electoral districts in a Legislative
Assembly of 75 MLAs, but was unwill-
ing simply to divide each dual-member
riding into two single-member districts,
because it would have resulted in
unacceptable population imbalances
among districts. His recommended
electoral districts (see Vancouver, Map
6) that took neighbourhood bound-
aries and major thoroughfares into
account, with adjustments wherever Vancouver, Map 6
necessary in order to achieve a popula-
tion balance.
252
In his final report, Judge Fisher consid-

ered the mayors suggestion of adopt-
ing the citys scheme for ward bound-
aries, but rejected the idea because it
would sharply increase the population

discrepancies among neighbouring
constituencies. He did recommend a
modest adjustment to the boundaries of
his proposed Burrard and Grandview-
Hastings electoral districts, in order to
maintain the integrity of the citys his-
toric Chinese commercial district. He
proposed the following names (moving
from east to west):
Vancouver-Hastings,
Vancouver-Kingsway,
Vancouver-Fraserview,
VancouverMount Pleasant,
Vancouver-Kensington,
Vancouver-Burrard,
VancouverLittle Mountain,
Vancouver-Langara,
VancouverPoint Grey, and
Vancouver-Quilchena.

The Legislative Assembly adopted all
of Judge Fishers recommendations
(Vancouver, Map 7).
Vancouver, Map 7
253
g. The Wood Commission (1999)

In its interim report, the Wood Com-
mission recommended that Vancouver
continue to have 10 electoral districts
(see Vancouver, Map 8). Because of
significant population growth in Van-

couver-Burrard due to development
of Yaletown and the Expo 86 site, the
commission recommended that the area
between False Creek and Pacific and
Expo Boulevards be joined with areas
south of False Creek, with that districts
name being changed from Vancouver
Little Mountain to Vancouver-Fairview.
It made numerous other boundary
changes, in order to achieve relative
voter parity among the electoral
districts.
In its final report (see Vancouver,

Map 9), the commission was persuaded
that it would be wrong to disrupt the
strong social, cultural and commercial
ties that presently bound the north
shore of False Creek to the downtown
neighbourhood. It restored the south-
eastern boundary of Vancouver-Burrard
to the False Creek waterway, adding:
However, it is important to note that if our

concerns about future population growth in Vancouver, Map 8
the Yaletown and former Expo 86 grounds
are borne out over the next decade, it
may very well be impossible to respect
the anticipated downtown orientation of
this emerging neighbourhood at the next
redistribution.
254
It also moved the eastern boundary of

VancouverBurrard further west, so
that all of the Downtown Eastside was
within one electoral district (Vancou-
verMount Pleasant). The commission

heard objections to its decision to move
the boundary between Vancouver
Mount Pleasant and Vancouver-
Hastings further west, from Victoria
Drive to Commercial Drive, on the
basis that it now divided an important
social, cultural and light commercial
centre with a unique and distinctive
character. However, the commission
was unwilling to reverse this decision
because of the need to balance
population among Vancouver districts,
and because any division between
these two districts would inevitably
divide the larger Grandview-Woodland
neighbourhood.

The commission made several other
boundary adjustments in order to
balance population among districts. It
noted that, while the City of Vancouver
officially recognized 23 neighbour-
hoods, it was not always possible to ac-
commodate that many neighbourhoods
within 10 electoral districts.
Vancouver, Map 9
all of the Wood Commissions
recommendations.
255
2. Our analysis of Vancouvers electoral districts

The City of Vancouver currently has 10 construction of new condominiums in Focusing on the electoral district with
electoral districts (see map on Yaletown, and the numerous new con- the highest population (Vancouver-
page 260.) These electoral districts, with dominium developments on the Expo Burrard, pop. 79,529), our information
their deviations at the time of the 1996 86 site and in Coal Harbour.62 Second, indicates that this area will continue to
census and now, are as follows the deviations in the other nine elector- grow over the next few years, primarily
(see Table 25): al districts averaged plus 10.6 percent in Yaletown and along the north shore
when they were established in 1999, of False Creek. There are 11,000 resi-
Table 25: Current SMP electoral whereas now they have moderated back dential units currently under construc-
districts in Vancouver to an average of plus 9 percent. tion, approved for development or in the
Electoral 1996 2006 approval pipeline, which will likely take
District deviation* deviation** Vancouvers current population is the current electoral districts population
Vancouver-Hastings +13.7% +5.1% 590,243. This includes the City of Van- to about 95,000 by 2011.
Vancouver-Kingsway +11.3% +16.7% couver (pop. 578,041), and First
Vancouver-Fraserview +6.7% +7.8% Nations and University Endowment According to city information, the
VancouverMount Lands (total pop. 12,202) situated Woodwards redevelopment will add
Pleasant +10.2% +5.6% within the current 10 Vancouver elec- about 1,200 residents to the current
Vancouver- toral districts.Rebalancing population VancouverMount Pleasant electoral
Kensington +9.4% +5.3% among the existing 10 electoral districts district by 2009. With respect to resi-
Vancouver-Burrard +12.4% +52.7% would produce an average deviation of dential construction in the South East
Vancouver-Fairview +10.2% +8% plus 13.4 percent (based on 79 elector- False Creek Development Area (north
Vancouver-Langara +10% +9.4% al districts), difficult to justify consider- of 2nd Avenue, between Cambie and
VancouverPoint Grey +10.5% +14.5% ing this is an area of rapid growth and Main Streets), we understand that 1,500
Vancouver-Quilchena +13.2% +8.3% the most densely populated urban area more units will be completed by 2009,
* based on 1996 census data, and assuming of the province. and an additional 1,000 units on the
79 electoral districts Olympic Village site by 2010. Overall, it
** based on 2006 census data, and assuming
79 electoral districts Increasing the number of electoral dis- is expected that about 13,500 residents
tricts to 11 would result in an average will live in the South East False Creek
Two important findings emerge from deviation of plus 5.7 percent based on Development area, depending on market
this table. First, population growth in 81 electoral districts, more appropriate conditions.
Vancouver-Burrard, up from 53,000 in for this city. We are satisfied that the
1996 to 79,529 today, has been ex- number of electoral districts in the City Vancouver-Burrard consists of all of
ceptional. This is due primarily to the of Vancouver should be increased from downtown Vancouver west of Gastown
10 to 11.

62
According to the City of Vancouvers planning department, 10,500 residential units have been completed in the current Vancouver-Burrard electoral district since the 2001 census,
primarily in the Bayshore/Coal Harbour area, in the downtown south area bounded by Smithe, Seymour, Homer and Drake, and along the north shore of False Creek in the Beach neigh-
bourhood east of the Granville Street bridge.
256
and Chinatown. We were told that We are satisfied that the West End, an On balance, we think that this area of
renters predominate in the West End, identifiable neighbourhood, should Vancouver-Burrard should be joined
while construction in Coal Harbour, constitute one electoral district, which with the area immediately south of
Yaletown and the north shore of False we propose be named VancouverWest False Creek, in a new electoral district
Creek is predominantly condominiums. End (see map of proposed Vancouver that we propose be named Vancouver

Some people suggested that a com- West End electoral district). For pop- False Creek. It would extend from
munity interests approach might lead to ulation-balancing reasons, its eastern Main Street in the east to Kitsilano
creating a renters district in the West boundary would be Thurlow Street Beach in the west, with a southern
End, and an owners district in Coal (from Sunset Beach to Davie Street), boundary following the main arterial
Harbour, Yaletown and the north shore and Burrard Street (from Davie Street of 2nd Avenue, 6th Avenue and 4th
of False Creek. to the Burrard Inlet). It will have a de- Avenue. Rather than perceiving False
viation of minus 4.1 percent but, based Creek to be a barrier, we see this as a
Residents of the current Vancouver on our information, we expect this will community that revolves around False
Mount Pleasant electoral district told likely be reduced or eliminated by the Creek. Areas to the north and south of
us that the issues facing them, and time of the 2009 election, due to new the creek are connected by the Burrard,
their community interests, were quite construction in the Coal Harbour area. Granville and Cambie Street bridges, as
distinct from those of the residents of well as Quebec and Main Streets at the
Vancouver-Burrard, and that neither The remaining area of the existing eastern end. At present, this proposed
area would be well served by moving Vancouver-Burrard district, to the east electoral district will have a deviation of
VancouverMount Pleasants western of Thurlow and Burrard Streets, has a minus 14.2 percent. However, BC Stats
boundary further west into what is current population of approximately population projections to 2013 (see
now Vancouver-Burrard. Gastown and 30,800, far too low for its own electoral Appendix O) and other information we
Chinatown form an informal boundary district. Even adding the anticipated have received indicates the population
between these two areas (which it was growth along the north shore of False of this proposed electoral district will
suggested should be preserved intact) Creek would not bring this area up to meet or exceed the provincial electoral
and these two historical areas are more a reasonable population for an electoral quotient by the 2013 election.
naturally aligned to VancouverMount district. Consequently, it needs to be
Pleasant than to Vancouver-Burrard. joined with an adjacent residential area. We have also made minor adjustments
We agree with the views expressed by to several other boundaries of electoral
At the same time, residents of Van- residents of VancouverMount districts in the City of Vancouver (see
couver-Fairview emphasized that the Pleasant, that adding this light com- maps of other 9 proposed Vancouver
low-rise residential development south mercial and residential area to Gastown, electoral districts pages 261-272), to
of False Creek has taken a very different Chinatown and the Downtown partially balance population among the
course from the predominantly high- Eastside would not appear to be an remaining districts. For example, we are
rise development north of False Creek. appropriate mix. proposing that:

257
9 Part 9 ProPosed sINGLe MeMBer PLUraLItY BoUNdarIes
the boundary between Vancouver- 3. Conclusion

Hastings and Vancouver-Kingsway accordingly, we propose that there be
follow east 12th avenue between 11 electoral districts in Vancouver, as
Commercial drive and Lakewood, follows:
instead of the Grandview Highway;
Part 9 ProPosed single MeMber Plurality boundaries
the boundary between Vancouver-

Kingsway and Vancouver-Fraserview taBLe 26: ProPosed sMP eLeCtoraL
follow east 41st avenue between dIstrICts IN VaNCoUVer
Nanaimo street and rupert street,
instead of east 45th avenue; Electoral District Sq. Km. Population Deviation*
the boundary between Vancouver
Vancouver-Hastings 14 55,595 +9.5%
Mount Pleasant and Vancouver
False Creek, between terminal av- Vancouver-Kingsway 9 57,185 +12.6%
enue and Union street, follow Main Vancouver-Fraserview 13 57,276 +12.8%
street instead of Quebec street;
VancouverMount Pleasant 13 52,628 +3.6%
the boundary between Vancouver-
Kensington and Vancouver-Fairview, Vancouver-Kensington 9 54,967 +8.2%
between King edward avenue and VancouverWest End 12 48,725 -4.1%
33rd avenue, follow Main street
VancouverFalse Creek 6 43,568 -14.2%
instead of ontario street;
the northern boundary of Vancou- Vancouver-Fairview 9 52,020 +2.4%
ver-Fairview follow the 2nd avenue, Vancouver-Langara 15 57,047 +12.3%
6th avenue and 4th avenue arterial, VancouverPoint Grey 44 54,823 +8%
instead of False Creek; and,
the eastern boundary of Vancouver Vancouver-Quilchena 22 56,409 +11.1%
Point Grey extend only to arbutus * based on 81 electoral districts, with a provincial electoral
street. quotient of 50,784
although the revised boundaries leave

some electoral districts with double-
digit deviations, we concluded the rec-
ognition of well-established neighbour-
hoods and communities is preferable
to significant changes to all districts, in
order to achieve balanced deviations.
258

259
Region: Vancouver Current Electoral Districts

260
Region: Vancouver Proposed Electoral Districts

261
Region: Vancouver Proposed VancouverWest End Electoral District

262
Region: Vancouver Proposed VancouverFalse Creek Electoral District

263
Region: Vancouver Proposed Vancouver-Hastings Electoral District

264
Region: Vancouver Proposed Vancouver-Kingsway Electoral District

265
Region: Vancouver Proposed Vancouver-Fraserview Electoral District

266
Region: Vancouver Proposed VancouverMount Pleasant Electoral District

267
Region: Vancouver Proposed Vancouver-Kensington Electoral District

268
Region: Vancouver Proposed Vancouver-Fairview Electoral District

269
Region: Vancouver Proposed Vancouver-Langara Electoral District

270
Region: Vancouver Proposed VancouverPoint Grey Electoral District

271
Region: Vancouver Proposed Vancouver-Quilchena Electoral District

272
Archived Information
A
TRANSITION GUIDE
TO POSTSECONDARY EDUCATION AND EMPLOYMENT
FOR STUDENTS AND YOUTH
WITH DISABILITIES
O FFICE OF S PECIAL E DUCATION AND R EHABILITATIVE S ERVICES

U NITED S TATES D EPARTMENT OF E DUCATION
iii
U.S. Department of Education
John B. King, Jr.
Secretary
Office of Special Education and Rehabilitative Services

Sue Swenson
Deputy Assistant Secretary,
delegated the authority to perform the
functions and duties of the Assistant Secretary
Rehabilitation Services Administration

Janet L. LaBreck
Commissioner
Office of Special Education Programs

Ruth E. Ryder
Acting Director
January 2017
This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While
permission to reprint this publication is not necessary, the citation should be: U.S. Department of
Education (Department), Office of Special Education and Rehabilitative Services, A Transition Guide to
Postsecondary Education and Employment for Students and Youth with Disabilities, Washington, D.C., 2017.
To obtain copies of this report:

Visit: www2.ed.gov/about/offices/list/osers/transition/products/postsecondary-transition-guide-2017.pdf
On request, this publication is available in alternate formats, such as Braille, large print, or computer
diskette. For more information, please contact the Departments Alternate Format Center at
202-260-0852 or 202-260-0818.
All examples were prepared by American Institutes for Research under contract to the Departments
Office of Special Education and Rehabilitative Services (OSERS) with information provided by grantees
and others. The examples provided in this Guide do not necessarily reflect the views or policies of the
Department. The Department has not independently verified the content of these examples and does
not guarantee accuracy or completeness. Not all of the activities described in the examples are
necessarily funded under Parts B or D of the Individuals with Disabilities Education Act (IDEA) or the
Rehabilitation Act of 1973 (Rehabilitation Act), as amended by Title IV of the Workforce Innovation and
Opportunity Act (WIOA). The inclusion of the information in these examples is not intended to reflect a
determination by the Department that the practices are effective or that any activity, product, program,
intervention, model, or service mentioned may be supported with IDEA or Rehabilitation Act funds. The
inclusion of these examples is for informational purposes only and should not be construed as an
endorsement of any views, organization, product, or program by the Department or the
U.S. Government.
This Guide addresses provisions authorized under both Titles I, V, and VI of the Rehabilitation Act. The
references to the Rehabilitation Act in this Guide, including the examples, refer primarily to Title I of the
Rehabilitation Act. This Guide also makes reference to Section 504, which is part of Title V of the
Rehabilitation Act and addresses nondiscrimination rather than the authorization of programs
administered by the State Vocational Rehabilitation agency.
CONTENTS
Preface v
1. Transition Planning: Opportunities and Programs to Prepare
Students with Disabilities for Success 1
Overview 1
Transition Planning 1
Education and Training Opportunities 2
Dual or Concurrent Enrollment Program 3
Early College High School 3
Summary of Performance 3
Employment Opportunities 4
Conclusion: Connections help achieve desired careers 7
2. Transition Services and Requirements: IDEA and the Rehabilitation Act 8
Overview 8
Transition Services for Students under IDEA 8
Transition Services for Students and Youth with Disabilities under the Rehabilitation Act 12
Distinctions between New Terms 13
Coordination and Collaboration between State Educational Agency (SEA) and VR Agency 16
Youth with Disabilities No Longer in School 18
Examples to Consider: States are Coordinating Transition Services 20
Conclusion: Coordination is required 20
3. Options after Leaving Secondary School: Education and Employment Goals 23
Overview 23
Postsecondary Education and Training Options 23
Rights and Responsibilities in Postsecondary Education and Training 25
Postsecondary Employment Options 29
Types of Employment Outcomes Authorized under the Rehabilitation Act 31
Conclusion: Know Your Options to Plan 34
4. Supporting Student-Made Decisions: Preparation for Adult Life 35
Overview 35
Setting High Expectations for Secondary School Students with Disabilities 35
Person-Centered Planning 36
Addressing Students Social and Emotional Needs 36
Providing the Student and Youth with Support to Make Their Decisions 37
Making Informed Choices 38
Conclusion: Student Empowerment Advances Career Decision-Making 40
Glossary of Terms 41
End Notes 52
iv
A T RANSITION G UIDE TO P OSTSECONDARY E DUCATION AND E MPLOYMENT FOR S TUDENTS AND Y OUTH WITH D ISABILITIES
PREFACE
Dear Students, Youth, and Families,
The Office of Special Education and Rehabilitative Services (OSERS), of the U.S. Department of Education
(Department), is pleased to publish, A Transition Guide to Postsecondary Education and Employment for
Students and Youth with Disabilities. OSERS mission is to improve early childhood, educational, and
employment outcomes and raise expectations for all individuals with disabilities, their families, their
communities, and the nation. To assist students and youth with disabilities to achieve their post-school
and career goals, Congress enacted two key statutes that address the provision of transition services: the
Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act of 1973 (Rehabilitation Act),
as amended by Title IV of the Workforce Innovation and Opportunity Act (WIOA). The IDEA is
administered by the Office of Special Education Programs (OSEP), and Titles I, III and VI, section 509, and
chapter 2 of Title VII of the Rehabilitation Act are administered by the Rehabilitation Services
Administration (RSA). OSEP and RSA, both components of OSERS, provide oversight and guidance
regarding the administration and provision of transition services by State educational agencies (SEAs),
local educational agencies (LEAs), and State Vocational Rehabilitation (VR) agencies.
Both the IDEA and the Rehabilitation Act make clear that transition services require a coordinated set of
activities for a student with a disability within an outcome-oriented process. This process promotes
movement from school to post-school activities, such as postsecondary education, and includes
vocational training, and competitive integrated employment. Active student involvement, family
engagement, and cooperative implementation of transition activities, as well as coordination and
collaboration between the VR agency, the SEA, and the LEAs are essential to the creation of a process
that results in no undue delay or disruption in service delivery. The students transition from school to
post-school activities is a shared responsibility.
OSERS presents this transition guide to advance our efforts in ensuring that all students and youth with
disabilities are equipped with the skills and knowledge to be engaged in the 21st Century workforce.
In doing so, OSERS recognizes the significance of collaborative partnerships and hopes that the
information in this guide will assist families and their students and youth with disabilities in developing
and pursuing their goals for adult life.
This transition guide addresses the following topics to facilitate a seamless transition from school to
post-school activities:
Transition planning: opportunities and programs;
Transition services and requirements, as authorized by IDEA and the Rehabilitation Act;
Education and employment options for students and youth with disabilities after leaving
secondary school; and
Supporting decisions made by students and youth with disabilities.

This guide also includes real life examples, a sample flow chart of the transition process, and a glossary
of key terms used in the transition process.
v
As students and youth with disabilities prepare to transition to adult life, we must do everything we can
to provide them with the information, services, and supports they need to ensure that they have the
opportunity to achieve their goals. We hope this transition guide will also help students and youth with
disabilities and their families to better understand how the SEA, the LEA, and the VR agency work
together to facilitate improved outcomes for students and youth with disabilities. If you have questions
about this Transition Resource Guide, please submit them to TRGuideQuestions@ed.gov.
Sincerely,
Sue Swenson
Deputy Assistant Secretary,
delegated the authority to perform the
functions and duties of the Assistant Secretary for the
Office of Special Education and Rehabilitative Services
Janet L. LaBreck
Commissioner
Rehabilitation Services Administration
Ruth E. Ryder
Acting Director
Office of Special Education Programs
vi
1. TRANSITION PLANNING: OPPORTUNITIES AND PROGRAMS TO
PREPARE STUDENTS WITH DISABILITIES FOR SUCCESS
Overview
As a student approaches the time to leave high school, it is important that preparations for adult life are
well underway. For early transition planning and active participation in decision making to occur for
students with disabilities, members of the planning team need to be well-informed about the students
abilities, needs, and available services. This section highlights educational opportunities, credentials, and
employment strategies designed to assist students with disabilities while in school to prepare for a
meaningful postsecondary education and thriving career.
Transition Planning
A truly successful transition process is the result of comprehensive team planning that is driven by the
dreams, desires and abilities of youth. A transition plan provides the basic structure for preparing an
individual to live, work and play in the community, as fully and independently as possible. 1
Local educational agencies (LEAs) and State Vocational Rehabilitation (VR) agencies participate in
planning meetings to assist students and family members to make critical decisions about this stage of
the students life and his or her future post-school goals. During the planning process, schools and VR
agencies work together to identify the transition needs of students with disabilities, such as the need for
assistive or rehabilitation technology, orientation and mobility services or travel training, and career
exploration through vocational assessments or work experience opportunities.
The individualized education program (IEP), developed under the Individuals with Disabilities Education
Act (IDEA), for each student with a disability must address transition services requirements beginning
not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate
by the IEP Team, and must be updated annually thereafter. The IEP must include:
(1) appropriate measurable postsecondary goals based upon age-appropriate transition
assessments related to training, education, employment, and, where appropriate, independent
living skills; and
(2) the transition services (including courses of study) needed to assist the student with a disability
in reaching those goals).
While the IDEA statute and regulations refer to courses of study, they are but one example of
appropriate transition services. Examples of independent living skills to consider when developing
postsecondary goals include self-advocacy, management of the home and personal finances, and the use
of public information.
Education and Training Opportunities

There are a number of opportunities and programs available for students preparing to exit secondary
school. Many of these education and training opportunities involve formal or informal connections
between educational, VR, employment, training, social services, and health services agencies.
Specifically, high schools, career centers, community colleges, four-year colleges and universities, and
State technical colleges are key partners. These partners offer Federal, State, and local funds to assist a
student preparing for postsecondary education.
Further, research suggests that enrollment in more rigorous, academically intense programs
(e.g., Advanced Placement (AP), International Baccalaureate (IB), or dual enrollment) in high school
prepares students, including those with low achievement levels, to enroll and persist in postsecondary
education at higher rates than similar students who pursue less challenging courses of study. 2
The following are examples of exiting options, programs and activities that may be available as IEP Teams
develop IEPs to prepare the student for the transition to adult life:
Regular High School Diploma

The term regular high school diploma:
(A) means the standard high school diploma awarded to the preponderance of students in the State
that is fully aligned with State standards, or a higher diploma, except that a regular high school
diploma shall not be aligned to the alternate academic achievement standards; and
(B) does not include a recognized equivalent of a diploma, such as a general equivalency diploma,
certificate of completion, certificate of attendance, or similar lesser credential, such as a diploma
based on meeting IEP goals.
The vast majority of students with disabilities should have access to the same high-quality academic
coursework as all other students in the State that reflects grade-level content for the grade in which the
student is enrolled and that provides for assessment against grade-level achievement standards.
Alternate High School Diploma

Some students with the most significant cognitive disabilities may be awarded a State-defined alternate
high school diploma based on alternate academic achievement standards, but that diploma must be
standards-based. See the definition of alternate diploma in the Glossary of Terms (Glossary).
Working towards an alternate diploma sometimes causes delay or keeps the student from completing
the requirements for a regular high school diploma. However, students with the most significant
cognitive disabilities who are working towards an alternate diploma must receive instruction that
promotes their involvement and progress in the general education curriculum, consistent with the IDEA.
Further, States must continue to make a free appropriate public education (FAPE) available to any student
with a disability who graduates from high school with a credential other than a regular high school
diploma, such as an alternate diploma, GED, or certificate of completion, or a diploma based on meeting
IEP goals. While FAPE under the IDEA does not include education beyond grade 12, States and school
2
districts are required to continue to offer to develop and implement an IEP for a student with a disability
who graduates from high school with a credential other than a regular high school diploma until the
student has exceeded the age of eligibility for FAPE under State law, or has been evaluated and determined
to no longer be a child with a disability under IDEA. Depending on State law which sets the States upper
age limit of FAPE, the entitlement to FAPE of a student with a disability who has not graduated high school
with a regular high school diploma could last until the students 22nd birthday. IEPs could include transition
services in the form of coursework at a community college or other postsecondary institution, provided
that the State recognizes the coursework as secondary school education under State law. Secondary school
education does not include education that is beyond grade 12 and must meet State education standards.
See the definition of secondary school in the Glossary.
Dual or Concurrent Enrollment Program

Increasingly, States and school districts are permitting students to participate in dual or concurrent
enrollment programs while still in high school. The term dual or concurrent enrollment program refers
to a partnership between at least one college or university and at least one local school district in which
the student who has not yet graduated from high school with a regular high school diploma is able to
enroll in one or more postsecondary courses and earn postsecondary credit. The credit(s) can be
transferred to the college or university in the partnership, and applied toward completion of a degree or
recognized educational credential, which the student would earn after leaving high school. Programs are
offered both on campuses of colleges or universities, or in high school classrooms. Examples of dual or
concurrent enrollment programs include institution-specific dual enrollment programs, AP, IB, and
statewide dual enrollment programs with an emphasis on implementation at one site. The Office of
Special Education Programs has stated in prior policy guidance that, if under State law, attending classes
at a postsecondary institution, whether auditing or for credit, is considered secondary school education
for students in grade 12 or below and the education provided meets applicable State standards, those
services can be designated as transition services on a students IEP and paid for with IDEA Part B funds,
consistent with the students entitlement to FAPE. 3
Early College High School

The term early college high school refers to a partnership between at least one school district and at
least one college or university that allows a student to simultaneously complete requirements toward
earning a regular high school diploma and earn not less than 12 credits that are transferable to the
college or university within the partnership as part of his or her course of study toward a postsecondary
degree or credential at no cost to the student or students family.
Summary of Performance
A summary of performance (SOP) is required for each student with an IEP whose eligibility for services
under IDEA terminates due to graduation from secondary school with a regular high school diploma or
due to exceeding the age of eligibility for FAPE under State law. The school district must provide the
3
student with a summary of the student's academic achievement and functional performance that
includes recommendations on how to assist the student in meeting the student's postsecondary goals.
This summary of the students achievement and performance can be used to assist the student in
accessing postsecondary education and/or employment services.
Employment Opportunities
Community-Based Work Experiences

Whether the students next step is employment or entering a postsecondary training or an educational
program, it is important for students with disabilities to obtain as much work experience as possible to
prepare for adult life. The National Collaborative on Workforce and Disability for Youth (NCWD) reports
that the value of a work experience, whether paid or unpaid work:
Helps students acquire jobs at higher wages after they graduate; and
Promotes students who participate in occupational education and special education in integrated
settings to be competitively employed more than students who have not participated in such
activities. 4
NCWD also recommends that a student with a disability participate in multiple work-based learning
experiences and those experiences be directly related to the students education program. 5
Community-based work experiences, such as internships, apprenticeships, and other on-the-job training
experiences, provide increased opportunities for students to learn a specific job, task, or skill at an
integrated employment site, and to transfer the knowledge gained to real-time work experiences. Visit:
www.ncwd-youth.info to learn more about the value of community-based work experiences.
VR agencies provide a variety of community-based work experiences and on-the-job training services to
students and youth with disabilities on a case-by-case basis under the VR program. The VR counselor and
the student or youth with a disability will identify a specific vocational goal to determine whether a
community-based work experience is a necessary service for the student or youth with disability to
achieve an employment outcome in competitive integrated employment or supported employment.
Competitive integrated employment is employment with earnings comparable to those paid to
individuals without disabilities in a setting that allows them to interact with individuals who do not have
disabilities. Supported employment is competitive integrated employment or employment in an
integrated work setting in which individuals with the most significant disabilities are working on a short-
term basis toward competitive integrated employment, while receiving ongoing support services in
order to support and maintain those individuals in employment. See the Glossary for more extensive
definitions of these terms.
Community-based work experiences allow the student or youth with a disability to explore potential
careers related to the specific vocational goal, potential workplace environments and demands, and
other aspects of the work. These experiences offer the student opportunities to gain firsthand
knowledge of a particular job skill, or to learn the culture of day-to-day employment. These experiences
can be offered in lieu of, or to supplement, vocational training or educational programs, or as a stand-
4
alone service. To ensure the success of community-based work experiences, VR agencies are encouraged
to develop agreements with employers and the student or youth with a disability that describe the
training objectives, services to be provided, timelines, and financial responsibilities necessary for a
successful community-based work experience.
The following list describes work-based strategies used to enhance competitive integrated employment
opportunities for students and youth with disabilities:
Internships
Internships are formal agreements whereby a student or youth is assigned specific tasks in a workplace
over a predetermined period of time. Internships can be paid or unpaid, depending on the nature of the
agreement with the company and the nature of the tasks. 6
Internships are usually temporary on-the-job work experiences. They not only provide individuals,
including students and youth with disabilities, actual work experience and the opportunity to develop
skills, but also the opportunity to determine if the type of work involved is in keeping with the
individuals career interests, abilities and goals. There is no guarantee that an internship will lead to a
permanent employment offer. However, VR counselors refer students or youth with a disability to an
internship to increase their employment opportunities. The internship experience is frequently enriched
by the provision of services or supports, such as transportation and vocational counseling, as described
in an approved individualized plan for employment (IPE) under the VR program (for more information on
IPEs, see page 16 of this Guide).
Mentorships
A young person with or without a disability may participate in a mentoring relationship to hone his or
her occupational skills and work habits. The business community describes mentoring as an employee
training system under which a senior or more experienced individual (the mentor) is assigned as an
advisor, counselor, or guide to a junior or trainee (mentee). The mentor is responsible for providing
support to, and feedback on, the individual in his or her charge. The mentors area of experience is
sought based on his or her career, disability, and history or life experience similar to the mentee or a host
of other possibilities. You may learn more about mentoring in the business community at:
www.businessdictionary.com/definition/mentoring.html.
Many schools, or existing community organizations, such as the YMCA, Boys and Girls Clubs, and centers
for independent living, introduce students and youth to older peer or adult mentors who have achieved
success in a particular area that is important for the student and youth (for example, employers, college
students, recovering substance abusers). 7 Interaction with successful role models with disabilities
enhances the disability-related knowledge and self-confidence of students and youth with disabilities, as
well as parents perceptions of the knowledge and capabilities of their students and youth with
disabilities. 8
5
Apprenticeships
Apprenticeships are formal, sanctioned work experiences of extended duration in which an apprentice,
frequently known as a trainee, learns specific occupational skills related to a standardized trade, such as
carpentry, plumbing, or drafting. Many apprenticeships also include paid work components.
In an apprenticeship program, an individual has the opportunity to learn a trade through on-the-job
training as well as through related academic knowledge. Often, these programs involve an employer and
a community college or university and a trade union. An individual applies for specific training and, once
accepted, is able to participate in the apprenticeship program. Employment opportunities are usually
offered to an individual who successfully completes the program. VR counselors assist individuals with
disabilities to prepare for the apprenticeship application process, develop a plan to gain the pre-requisite
knowledge and skills for the trade, and identify support services needed to be successful in the
apprenticeship program.
Paid Employment
Paid Employment involves existing standard jobs in a company or customized employment positions that
are negotiated with an employer. These jobs always feature a wage paid directly to the student or youth.
Such work is scheduled during or after the school day. Paid employment is frequently an integral part of
a students course of study or simply a separate adjunctive experience. 9 Often times, these employment
experiences are the first steps towards building a meaningful career for students and youth
with disabilities.
Career Pathways 10
As students and youth with disabilities prepare for their careers, they are counseled to consider and
explore a specific career to determine if it meets their career interests, abilities and goals. The Career
Pathways model is designed to facilitate an individuals career interest and advancement with multiple
entrance and exit points in the individuals career over his or her lifetime. Key program design features of
the Career Pathways model include contextualized curricula, integrated basic education and
occupational training, career counseling, support services, assessments and credit transfer agreements
that ease entry and exit points towards credential attainment.
Career Pathways are also designed as a system strategy for integrating educational instruction, workforce
development, and human services, and linking these service delivery systems to labor market trends and
employer needs. Career pathways systems use real-time labor market information and active employer
involvement to ensure that training and education programs meet the skill and competency needs of
local employers. The more the systems are aligned at the State and local levels, the easier it may be to
create a level of integration necessary to develop comprehensive programs and ensure an individuals
success. You may learn more about career pathways at: www.ncpn.info/2016-downloads/CP-
JointLetterFinal-4-22-2016.pdf.
6
Conclusion: Connections help achieve desired careers

Many of the opportunities, programs and strategies discussed in this section involve partnerships
between high schools, colleges, VR agencies, employers, American Jobs Centers, workforce development
boards, social service agencies, students, and their families to identify and secure a career uniquely
suited to the student or youth with a disability. It is essential that students and youth with disabilities,
along with family members and professional support staff, examine numerous and challenging programs
to prepare students and youth with disabilities for their desired post-school goals.
7
2. TRANSITION SERVICES AND REQUIREMENTS:

IDEA AND THE REHABILITATION ACT
Overview
Both the school system and VR program provide opportunities designed to prepare students and youth
with disabilities for careers in the 21st century workforce.
This section describes services and key requirements of the IDEA and the Rehabilitation Act that
facilitate the transition from school to post-school activities, including postsecondary education and
competitive integrated employment. These requirements are in place for students and youth with
disabilities to seamlessly access services and supports to achieve their career goals. Examples of how
States implement transition requirements, descriptions of services for youth with disabilities who are no
longer in school, and a sample flow chart of key points in the transition process are also presented.
Transition Services
Transition services are integral to FAPE under IDEA. A primary purpose of IDEA is to ensure that all
children with disabilities have available to them a FAPE that emphasizes special education and related
services designed to meet their unique needs and prepare them for further education, employment, and
independent living. As noted earlier in this guide, IDEA contains transition services requirements for
students with disabilities, which must be addressed in the first IEP to be in effect when the student turns
16, or younger, if determined appropriate by the IEP Team. The Rehabilitation Act authorizes a
continuum of services, such as pre-employment transition services, transition services, job placement
services, other VR services, and supported employment services for students and youth with disabilities,
as appropriate, to secure meaningful careers. Implementing regulations for both the schools and the
State VR Services program define transition services similarly.
Providing transition services is a shared responsibility between the school and VR agency. The definition
of transition services is listed in the Glossary at the end of this guide.
Transition Services for Students under IDEA

Schools provide an array of supports and services for IDEA-eligible students designed to enable them to
be prepared for college or careers. Under IDEA, States and school districts must make FAPE available to
all eligible children with disabilities in mandatory age ranges. FAPE includes the provision of special
education and related services at no cost to the parents in conformity with a properly developed IEP.
Each child with a disability must receive FAPE in the least restrictive environment (LRE), and, to the
maximum extent appropriate, must be educated with children who do not have disabilities. The LRE
requirements apply to transition services, including employment-related transition services, and apply
equally to the employment portion of the students program and placement. 11
8
The Individualized Education Program: Postsecondary Goals and Transition Services
The Individualized Education Program

Each student with a disability served under IDEA, must have an IEP developed by a Team that includes:
The parents of a child with a disability;
Not less than one regular education teacher of such child (if the child is, or may be, participating
in the regular education environment);
Not less than one special education teacher or, where appropriate, not less than one special
education provider of such child;
A representative of the local educational agency (LEA) who is: qualified to provide, or supervise
the provision of, specially designed instruction to meet the unique needs of children with
disabilities; knowledgeable about the general education curriculum; and knowledgeable about
the availability of resources of the LEA;
An individual who can interpret the instructional implications of evaluation results, who may be a
member of the team described above;
At the discretion of the parent or the agency, other individuals who have knowledge or special
expertise regarding the child, including related services personnel as appropriate; and
Whenever appropriate, the child with a disability.

Parents are an essential source of information in IEP development and play an important role in the
IEP Team to establish the students goals. There are many resources to assist parents through the IEP and
transition process.
Other Agency Representatives at IEP Team Meetings

Representatives of other agencies, such as the VR agency, can be invited to participate at IEP Team
meetings in which transition services and postsecondary goals are discussed, if that agency is likely to be
responsible for providing or paying for the transition services to be included in the students IEP.
However, IDEA requires the consent of the parents or the student who has reached the age of majority
under State law to invite other agency representatives to participate in the meeting. See section 4 of this
guide for additional information about the age of majority. If a participating agency, other than a public
agency, fails to provide the transition services described in the students IEP, the public agency must
reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the
student.
9
To meet IDEAs transition services provisions, the IEP must contain the services and supports needed to
assist the student to gain the skills and experiences to achieve his or her desired post-school goals. By
the time the student turns 16, or younger, if determined appropriate by the IEP Team, the students IEP
must include:
Appropriate measurable postsecondary goals based upon age-appropriate transition assessments

related to training, education, employment, and, where appropriate, independent living skills;
The transition services (including courses of study) needed to assist the student in reaching those
goals; and
Age-appropriate transition assessments based on the individual needs of the student to be used
to determine appropriate measurable postsecondary goals.
States and school districts are in the best position, along with the student and the students family
member or representative, to determine the most appropriate types of transition assessments based
upon a students needs. 12
As a student gets older, the IEP Team must consider whether the students needs have changed, taking
into account the students strengths, preferences and interests; and develop measurable goals that are
focused on the students life after high school, specifying the transition services needed to help him or
her reach those goals. We strongly encourage parents to recognize that decisions about the specific
content of postsecondary goals and transition services are the responsibility of the IEP Team. These
decisions are made at IEP Team meetings, which sometimes include additional school personnel with
specific knowledge related to the identified goals and services. Nothing in IDEA requires a specific
service, placement, or course of study to be included in the students IEP as a transition service. Rather,
IDEA leaves such decisions to the IEP Team.
Please note that postsecondary goals and transition services are just one component of a
students IEP. It is also important for the students other annual IEP goals to complement
and address the students transition service needs, as appropriate. IEP Teams assess the
relationship of the students postsecondary goals to the students needs in developing
other annual IEP goals.
School districts, which are responsible for conducting IEP Team meetings, must:
Invite the student to an IEP Team meeting if the purpose of the meeting is to discuss the students
postsecondary goals and the transition services needed to assist the student in reaching those
goals;
Take steps to ensure that the students preferences and interests are considered, if the student
does not attend the meeting;
Take steps to ensure that the parents are present at IEP Team meetings or are afforded the
opportunity to participate;
10
Notify parents of the meeting early enough to ensure that parents have an opportunity to attend,
and specifically inform them if a purpose of the meeting is consideration of postsecondary goals
and transition services for the student;
Schedule the meeting at a mutually convenient time and place;
Use other methods to ensure parental participation, including individual or conference telephone
calls, if neither parent can attend the meeting; and
Use alternative means of meeting participation, such as videoconferences and conference calls, if
agreed to by the parent and the school district.
Parental and student input is also vital in determining postsecondary goals related to needed
postsecondary education and training services for post-school activities, including independent living
and employment. Students with disabilities and their parents should be knowledgeable about the range
of transition services available, and how to access those services at the local level. School districts should
encourage both the student and their parents to be fully engaged in discussions regarding the need for
and availability of other services, including application and eligibility for VR services and supports to
ensure formal connections with agencies and adult services, as appropriate.
For more information about Parent Information and

Training Programs, please visit:
www.parentcenterhub.org
www2.ed.gov/programs/rsaptp
The participation of a VR agency representative on the IEP Team helps to ensure that the vocational- or
employment-related provisions in the IEP provide a bridge from the receipt of services provided by
secondary schools to the receipt of services provided by VR agencies. Further, recent amendments to the
Rehabilitation Act authorize the VR agency, along with the school, to provide or arrange for the early
provision of pre-employment transition services for all students with disabilities who are eligible or
potentially eligible for VR services. Representation of the VR agency at the IEP meeting fosters the
opportunity for pre-employment transition services to be provided early and in keeping with the
students IEP goals.
11
Students with disabilities, including those eligible under IDEA, have rights under Section
504 of the Rehabilitation Act of 1973, which prohibits disability discrimination by
recipients of Federal financial assistance, including public elementary and secondary
schools. Section 504 requires that a free appropriate public education, as defined in the
Section 504 regulations, be provided to elementary and secondary students with
disabilities through the provision of regular or special education and related aids and
services that are designed to meet their individual educational needs as adequately as
the needs of nondisabled students are met. Section 504 does not specifically require that
eligible students receive transition services as defined in IDEA. However, implementation
of an IEP developed in accordance with the IDEA is one means of meeting the Section
504 FAPE standard . More information about Section504 is available at:
www.ed.gov/ocr
Transition Services for Students and Youth with Disabilities under the
Rehabilitation Act
A Continuum of Services
One of the primary roles of State VR agencies is to empower individuals with disabilities, including
students and youth with disabilities, to make informed choices about their careers by providing a
continuum of services to achieve employment outcomes in competitive integrated employment or
supported employment. Students and youth with disabilities receive a broad range of services under the
VR program, in group settings or on an individual basis, as appropriate. The services available will differ
from person to person because they are customized for each individuals needs. Furthermore, certain VR
services (e.g., pre-employment transition services) are available to students with disabilities, regardless
of whether they have applied for VR services, but are not available to youth with disabilities who do not
meet the definition of a student with a disability under the Rehabilitation Act.
Eligibility Requirements for Services Provided under the VR Program

To be eligible for VR services, an individual must meet the following criteria:
Have a physical or mental impairment that constitutes or results in a substantial impediment to

employment; and
Requires VR services to prepare for, secure, retain, advance in, or regain employment.
However, individuals who receive Supplemental Security Income (SSI) and/or Social Security Disability
Insurance (SSDI) benefits are presumed to be eligible for VR services, unless there is clear and convincing
evidence that they are unable to benefit from VR services. These individuals, including students and youth
with disabilities, are determined to be eligible for VR services based on existing documentation indicating
that the individual is a recipient of SSI and/or SSDI benefits.
12
Most notably, section 113 of the Rehabilitation Act references potentially eligible students with
disabilities with respect to the provision of pre-employment transition services. In this regard, all
students with disabilities, regardless of whether they have applied for or been determined eligible for VR
services are considered potentially eligible for purposes of receiving pre-employment transition
services. The term potentially eligible is applicable only with respect to the requirements related to
pre-employment transition services. Students with disabilities who need individualized transition
services or other VR services beyond the scope of pre-employment transition services must apply and be
determined eligible for the VR program, and develop an approved IPE with their VR counselor.
Students with disabilities who receive pre-employment transition services before applying for VR
services, and are likely to need other VR services, are encouraged to submit an application as early as
possible in the transition planning process. A VR agency is required to implement an order of selection
for services when it cannot provide the full range of VR services to all eligible individuals with disabilities
who apply for services under the State VR services program. If a State has implemented an order of
selection due to limited fiscal or staff resources, the assignment to a priority category under the order of
selection to be served is based on the date of application for VR services, not the date of referral or
receipt of pre-employment transition services.
In other words, a students position on a VR agencys waitlist for services is dependent upon applying for
VR services. VR agencies that have implemented an order of selection may continue to provide pre-
employment transition services to students with disabilities who were receiving these services prior to
the determination of eligibility and assignment to a closed priority category.
Distinctions between New Terms
Student with a Disability and Youth with a Disability

The Rehabilitation Act, as amended by Title IV of the Workforce Innovation and Opportunity Act (WIOA),
created distinct definitions for the terms student with a disability and youth with a disability. In
general, a student with a disability is an individual with a disability who is enrolled in an education
program; meets certain age requirements; and is eligible for and receiving special education or related
services under IDEA or is an individual with a disability for purposes of Section 504. Educational
programs include: secondary education programs; non-traditional or alternative secondary education
programs, including home schooling; postsecondary education programs; and other recognized
educational programs, such as those offered through the juvenile justice system. Age requirements for a
student with a disability include minimum and maximum age requirements. A student cannot be
younger than the earliest age to receive transition services under IDEA, unless a State elects to provide
pre-employment transition services at an earlier age. A student cannot be older than 21, unless State
law for the State provides for a higher maximum age for the receipt of services under IDEA, then the
student cannot be older than that maximum age. A youth with a disability is an individual with a
disability who is between the ages of 14 and 24 years of age. There is no requirement that a youth with
a disability be participating in an educational program. The age range for a youth with a disability is
broader than that for a student with a disability under the Rehabilitation Act.
13
As previously discussed, the continuum of services available through the VR program includes: pre-
employment transition services that are available only to VR eligible or potentially eligible students with
disabilities; transition services that are available to groups of students or youth with disabilities, or on an
individual basis under an approved IPE; and other VR services that are provided to eligible students and
youth with disabilities under an approved IPE.
The definitions of student with a disability and youth with a disability are listed in the Glossary of this
guide.
Pre-Employment Transition Services and Individualized Transition Services

Pre-employment transition services are offered as an early start at job exploration and are designed to
help students with disabilities that are eligible or potentially eligible for VR services identify their career
interests. These services include:
Job exploration counseling;
Work-based learning experiences, which may include in-school or after school opportunities, or
experience outside the traditional school setting (including internships) provided in an integrated
environment to the maximum extent possible;
Counseling on opportunities for enrollment in comprehensive transition or postsecondary

educational programs at institutions of higher education;
Workplace readiness training to develop social skills and independent living; and
Instruction in self-advocacy, (including instruction in person-centered planning), which may

include peer mentoring.
As noted earlier, pre-employment transition services are only available to students with disabilities. For
students with disabilities who are not enrolled in an education program administered by an LEA, but who
are enrolled in other public programs, VR agencies may coordinate the provision of pre-employment
transition services for these students with disabilities with the public entities administering those
educational programs. Services arranged or provided by the VR agency should be based upon an
individuals need and should enrich, not delay, the transition planning process, application to the VR
program, and the continuum of services necessary for movement from school to post-school activities.
Although the five distinct pre-employment transition services discussed above are only available to
students with disabilities at the earliest stage of this continuum, either in a group setting or on an
individual basis, VR agencies may provide transition servicesanother set of VR services in the
continuum of servicesto students and youth with disabilities. Some transition services are provided to
groups of students and youth with disabilities prior to or after submitting an application for VR services.
While these group services are not individualized or specifically related to the individual needs of the
student or an approved IPE, they are beneficial and increase the students opportunities to participate in
activities, such as group tours of universities and vocational training programs; employer site visits to
learn about career opportunities; and career fairs coordinated with workforce development and
employers.
14
Individualized transition services or other individualized VR services must be provided to students and
youth who have been determined eligible for VR services, and the services are described in an approved
IPE. Examples of transition services provided in accordance with an approved IPE include travel
expenses, vocational and other training services, employment development activities, job search and
placement services, and job coaching.
Transition services are outcome-oriented services designed to facilitate the movement from the receipt
of services from schools to the receipt of services from VR agencies, and/or as appropriate, other State
agencies. Transition services are also designed to facilitate movement towards post-school activities,
including postsecondary education and vocational training that lead to employment outcomes in
competitive integrated employment or supported employment.
Individualized VR Services
As noted earlier, if a student or youth with a disability needs individualized VR services, the student or
youth must apply and be determined eligible for such services and have an approved IPE in place to
receive those services. Individualized VR services are any services described in the IPE necessary to assist
an individual with a disability in preparing for, securing, advancing in, retaining, or regaining an
employment outcome that is consistent with the strengths, resources, priorities, concerns, abilities,
capabilities, interests, and informed choice of the individual.
The VR services provided depend on the students or youths individual needs and include, but are not
limited to:
An assessment for determining eligibility and VR needs by qualified personnel, including, if

appropriate, an assessment by personnel skilled in rehabilitation technology;
Counseling and guidance, including information and support services to assist an individual in
exercising informed choice consistent with the provisions of section 102(d) of the Rehabilitation
Act;
Referral and other services to secure needed services from other agencies through agreements
developed, if such services are not available under the VR program;
Job-related services, including job search and placement assistance, job retention services,
follow-up services, and follow-along services;
Transition services for students with disabilities, that facilitate the achievement of the
employment outcome identified in the IPE;
Supported employment services for individuals with the most significant disabilities; and
Services to the family of an individual with a disability necessary to assist the individual to achieve
an employment outcome.
15
The Individualized Plan for Employment Procedures

Once a student or youth is determined eligible for VR services, the student or youth, or his or her
representative, develops an IPE. The student or youth, or his or her representative, may seek assistance
in the development of the IPE from a qualified VR counselor or another advocate. However, only a
qualified VR counselor employed by the VR agency may approve and sign the IPE.
The following IPE requirements facilitate a seamless transition process:
The IPE is a written document that is agreed to and signed by the eligible individual or the
individuals representative;
The IPE is approved and signed by a qualified VR counselor employed by the VR agency;
The individual with a disability, including a student or youth, must be given the opportunity to
make an informed choice in selecting an employment outcome, needed VR services, providers of
those VR services, and related components of the IPE;
A copy of the IPE must be provided to the individual or individuals representative in writing or
appropriate mode of communication;
The IPE must be reviewed annually by the VR counselor, and amended, as necessary, if there are
substantive changes in the components of the IPE; and
The IPE must be developed no later than 90 days after the date of eligibility determination.
For students with disabilities who receive special education and related services under IDEA, the IPE
must be developed and approved (i.e., agreed to and signed by the student, or the students
representative, and the VR agency counselor) no later than the time each VR-eligible student leaves the
school setting. 13
Also, the IPE for a student with a disability who receives special education and related services under
Part B of IDEA or educational services under section 504 must be developed so that it is consistent with
and complementary to the students IEP or plan for section 504 services.
Coordination and Collaboration between State Educational Agency (SEA)

and VR Agency
Transition planning and services begin while students are in school. According to fiscal year (FY) 2015
RSA data, of all the individuals with disabilities whose service records were closed and who applied for
VR services between age 14 and 24, 52 percent were referred to VR agencies from elementary and
secondary schools. Schools and VR agencies have maintained a longstanding relationship to meet the
transition needs of students with disabilities.
A VR agency is required to describe in its VR services portion of the Unified or Combined State Plan, its
plans, policies, and procedures for the coordination between VR and education officials to facilitate the
transition of students with disabilities from the receipt of educational services in school to the receipt of VR
services, including pre-employment transition services. Under IDEA, services are provided at no cost to the
16
student or his or her family. Under the Rehabilitation Act, VR-eligible individuals may be required to
provide financial support towards VR services, such as training and postsecondary education, as outlined in
their approved IPE. To ensure effective collaboration and coordination for service delivery, VR agencies and
the schools are required to plan and coordinate pre-employment transition services and transition services
for students with disabilities, as agreed upon in the States formal interagency agreement.
The interagency agreements meet the requirement for collaboration between the State education and
VR agencies at the State-level and are important because the agreements provide the basis for
determining which agency pays for certain services. It is important for students with disabilities and
family members to be aware of these agreements, because they serve as the foundation for coordinated
services for students with disabilities exiting school and pursuing VR services. In this way, students,
family members, and representatives can be more informed participants during the transition planning
process and service delivery.
Formal Interagency Agreement

In each State, a formal interagency agreement or other mechanism must be developed between the SEA,
as appropriate, the LEA, and the VR agency. This agreement is intended to facilitate a seamless delivery
system of services from school to post-school activities.
The formal interagency agreement required under the VR program regulations must include provisions
that address, at a minimum, the following:
Consultation and technical assistance by the State VR agency to assist educational agencies in
planning for the transition of students with disabilities from school to post-school activities,
including VR services;
Transition planning by State VR agency and school personnel for students with disabilities that
facilitates the development and implementation of their IEPs;
The roles and responsibilities, including financial responsibilities, of each agency, including
provisions for determining State lead agencies and qualified personnel responsible for pre-
employment transition services and transition services;
Procedures for outreach to and identification of students with disabilities who need transition
services;
Coordination necessary to satisfy documentation requirements with regard to students and youth
with disabilities who are seeking subminimum wage employment;
Assurance that neither the SEA nor the LEA will enter into an agreement with an employer
holding a section 14(c) certificate under the Fair Labor Standards Act for the purpose of operating
a program in which students or youth with disabilities are paid subminimum wage; and
An understanding that nothing in the formal interagency agreement will be construed to reduce
the obligation under IDEA or any other agency to provide or pay for pre-employment transition
services or transition services that are also considered special education or related services and
necessary for FAPE.
17
Additionally, under IDEA, these interagency agreements must include:
An identification of, or method for defining, the financial responsibility of each agency in order to
ensure that all services that are needed to ensure a FAPE are provided, provided that the financial
responsibility of each public agency, including the State Medicaid agency and other public
insurers of youth with disabilities, shall precede the financial responsibility of the LEA (or State
agency responsible for developing the childs IEP). The services that are needed to ensure FAPE
include, but are not limited to, services described in IDEA relating to assistive technology devices
and services, related services, supplementary aids and services, and transition services;
The conditions, terms, and procedures under which a LEA shall be reimbursed by other agencies;
and
Procedures for resolving interagency disputes (including procedures under which LEAs may
initiate proceedings) under the agreement or other mechanism to secure reimbursement from
other agencies or otherwise implement the provisions of the agreement or mechanism.
It is expected that SEAs, LEAs, and VR agencies will work together to implement the provisions of their
respective interagency agreements. Decisions about whether the service is related to an employment
outcome or education attainment, or if it is considered a special education or related service, as well as
whether the service is one customarily provided under IDEA or the Rehabilitation Act are ones that are
made at the State and local level by SEA, VR and LEA personnel. For example, work-based learning
experiences, such as internships, short-term employment, or on-the-job trainings located in the
community may be appropriate pre-employment transition services under the Rehabilitation Act or
transition services under IDEA, as determined by the IEP Team and depending on the students
individualized needs. The mere fact that those services are now authorized under the Rehabilitation Act
as pre-employment transition services does not mean the school should cease providing them and refer
those students to the VR program. If these work-based learning experiences are not customary services
provided by an LEA, the VR agencies and LEA are urged to collaborate and coordinate the provision of
such services. 14
Youth with Disabilities No Longer in School

Transition planning is critical for any youth with a disability, whether they are in school or not. A VR
counselor can assist youth with disabilities in exploring careers, identifying a career path leading to their
vocational goal, and identifying the services and steps to reach that goal. With the exception of pre-
employment transition services and transition services provided to groups of individuals with disabilities,
VR services are provided only to those individuals with disabilities, including youth with disabilities, who
have been determined eligible for services and the services are described in an approved IPE.
Although youth with disabilities who do not meet the definition of a student with a disability may not
receive pre-employment transition services, they may receive transition services as group transition
services, prior to or after applying for VR services, as well as individualized transition or other VR
services, after being determined eligible for the VR program and under an approved IPE. Individualized
transition services provided under an approved IPE to a youth with a disability eligible for the VR
18
program may consist of, among other things: job exploration counseling, including assessments and
vocational guidance and counseling; work adjustment training, vocational/occupational training, or
postsecondary education; and job development services, including job search, job placement, and job
coaching services.
Coordination of Services
Often, youth with disabilities are not familiar with the community programs and services that are
available to them as young adults, especially if they are no longer in school. The VR program is designed
to assess, plan, develop, and provide VR services to eligible individuals with disabilities, consistent with
their strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice. The
VR agency assigns a VR counselor to each eligible individual, and the VR counselor can help the youth
develop the IPE.
A VR counselor can assist youth in finding and applying for essential daily living services and resources,
such as health and housing referrals needed to successfully implement their employment plans. Each
community agency sets its criteria for services and, once the youth meets the eligibility criteria, service
delivery begins. The VR counselor is available to coordinate VR services with services provided by
employment-related programs, such as youth programs funded by the U.S. Department of Labor (DOL)
and provided at American Job Centers.
U.S. Department of Labor Youth Programs

Youth programs funded under Title I of WIOA include five new program elements: financial literacy
instruction; entrepreneurial skills training; provision of local labor market and employment information;
activities that help youth transition to postsecondary education and training; and education offered
concurrently with workforce preparation activities and training for a specific occupation or
occupational cluster.
Two well-known youth programs funded by DOL are the Job Corps and YouthBuild. Each of these
programs integrates vocational (including classroom and practical experiences), academic and
employability skills training designed to prepare youth for stable, long-term, high-paying employment.
Job Corps programs offer career technical training in over 100 career areas. YouthBuild programs focus
on the construction trades. Some students are eligible to receive youth services from DOL programs.
These youth must be age 1421, attending school, from a low income family, and they must meet one or
more additional conditions, such as being an English language learner, homeless, an offender, or others.
For more information on these programs, please see the WIOA Fact Sheet: Youth Program at:
www.doleta.gov/WIOA/Docs/WIOA_YouthProgram_FactSheet.pdf.
Social Security Administration Work Program

The Social Security Administration (SSA) funds the Ticket to Work program to provide career
development services to beneficiaries between age 18 to 64 to assist these individuals to become
financially independent. SSA issues a letter, referred to as the Ticket, to eligible beneficiaries that can
be used to obtain free employment services from a provider of their choice that is registered with SSA.
19
Both a single agency and a group of providers are comprised of a consortium of employers referred to as
the Employment Network. While pursuing employment, the individual continues to receive SSA benefits
and employment-related services to become employed and to maintain that employment. Services
include, but are not limited to, vocational counseling, training, education, and job coaching, and are
provided based on the individuals needs. More information on this program is located at:
www.chooseworkttw.net/about/.
Examples to Consider: States are Coordinating Transition Services
Vocational Rehabilitation Supporting Students with Disabilities

In one State, a community rehabilitation program provides supported employment services and
intensive case management services for youth with significant emotional and behavioral disabilities who
dropped out of high school or are at risk of dropping out. The program uses work as a means to reach
individuals with significant employment challenges. The State VR program works in partnership with the
State Department of Justice, Department of Health/Division of Mental Health, and the Department of
Children and Families in various sites around this State. Program data report that more than 90 percent
of these students were not working when they entered the program; however, after receiving career
preparation services and related employment supports and services, approximately three-quarters of
the students had paid employment and more than a third of the students achieved an employment
outcome.
State Educational Agency and State Vocational Rehabilitation Agency Collaboration

A VR agency partnered with a school district to co-locate a dedicated transition VR Counselor and
technician in an office with school district transition personnel. Full-time VR agency and school district
personnel worked together to secure employment opportunities for eligible students with disabilities.
The office space was funded by the school district. The VR agency and school district operated under a
signed agreement in which the VR agency provided its own office equipment, clerical supplies,
computer, phones, and staff. This collaboration provided an opportunity for VR staff to work side-by-side
with school district transition personnel to facilitate improved outcomes.
Conclusion: Coordination is required

Transition services are best delivered within a framework of structured planning, meaningful youth and
family engagement, and State agency coordination and accountability.
20
A Sample Flow Chart of Key Points in the Transition Process 15

The ultimate purpose of transition planning is to make decisions and assign responsibilities related to the
students desired post-school goals. In this regard, the importance of a common understanding of
available services and corresponding activities to receive such services cannot be overstated. All
members of the IEP and IPE Teams are encouraged to be active participants, especially students with
disabilities, their family members or, as appropriate, representatives.
The following sample flow chart is provided as a quick reference tool for students and their families to
have a better understanding of the coordination between IEP and IPE team members with respect to the
transition activities in the transition process.
The flow chart begins with activities and services starting while the student is in school, such as
participation in IEP meetings, consulting with other State agencies, applying for VR services and moving
forward to engage in employment services provided by the VR agency. You may use the following chart
to ensure a common understanding among all involved in the transition process.
21
KEY POINTS IN THE TRANSITION PROCESS

Alignment: IEP and IPE alignment facilitates a seamless service delivery process.
Participate in your IEP or childs IEP development to ensure that transition
Individualized services are addressed in your childs IEP by age 16 (or earlier, depending on
#1 Education your states laws). Students with disabilities and their representative are critical
Program members of the IEP Team and have valuable information that is needed for
quality transition planning.
Schools should:
1. Invite student;
2. Administer age appropriate transition assessments;
Be Familiar 3. Determine needs, interests, preferences, and strengths;
with the Steps to 4. Develop postsecondary goals;
#2 5. Create annual goals consistent with postsecondary goals;
Transition
Planning 6. Determine transition services, including course of study needed to assist
your student in reaching those goals;
7. Consult other agencies, in particular, the VR agency; and
8. Update annually.
Provide transition services as identified in the IEP. Pre-employment transition

Implementation of
#3 services are provided under the Rehabilitation Act. Alignment of the IEP and IPE
Transition Services
facilitates a seamless service delivery process.
1. Pre-employment transition services provided under the Rehabilitation Act,

Referral to VR as appropriate;
#4 and/or Other 2. Familiarize yourself with laws relating to other programs; and
Adult Agencies 3. Learn about community agencies that provide services to support students,
such as travel training and daily living skills.
VR Application 1. Share employment interests and capabilities during the intake interview.
#5 Focus on assessment(s) to lead to the students postsecondary goals.
Process 2.
Once a student has been determined eligible for VR services, the IPE must be
Individualized Plan
#6 developed and approved within 90 days, and no later than the time student
for Employment
leaves the school setting.
1. Transition services;
Common VR 2. Vocational counseling;
3. Vocational training;
Services Available
#7 4. Postsecondary education;
under the
5. Supported employment services;
Rehabilitation Act 6. Career development; and
7. Job placement.
As a result of the student or youth with disability:

VR Service 1. Achieving an employment outcome; or
#8
Record Closure 2. No longer pursuing an employment outcome and, therefore, determined
ineligible for VR services.
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3. OPTIONS AFTER LEAVING SECONDARY SCHOOL:

EDUCATION AND EMPLOYMENT GOALS
Overview
Postsecondary education is one of the most important post-school goals; and research has demonstrated
that it is the primary goal for most students with disabilities. 16 As students with disabilities transition from
secondary school to postsecondary education, training, and employment, it is critical that they are
prepared academically and financially. Postsecondary options, with the help of the VR program, include
two- and four-year colleges and universities, trade and vocational schools, adult education programs, and
employment outcomes in competitive integrated employment or supported employment.
This section will describe specific actions to be taken and available services and supports for students
and youth with disabilities. The services described in this section are provided at the secondary and
postsecondary levels to help students and youth with disabilities succeed in their post-school goals.
Postsecondary Education and Training Options
Preparing for College
Secondary School
Whether in middle or high school, if an IDEA-eligible student is planning to attend college, there are a
number of critical steps to be taken to become college-ready. Early in the transition process, a student is
encouraged to:
Take interesting and challenging courses that prepare him or her for college;
Be involved in school or community-based activities that allow him or her to explore career
interests, including work-based learning or internship opportunities;
Meet with school guidance counselors to discuss career goals, such as vocational and educational
goals, programs of study, college requirements, including the admissions process and any
standardized tests required for admission; and
Be an active participant during the IEP meetings.

As noted earlier, the IEP Team is responsible for ensuring that the students IEP includes the specialized
instruction, supports, and services needed to assist the student in preparing for college and/or other
postsecondary schools.
Students with disabilities and their families interested in higher education are encouraged to consider
the college environment that provides the best educational program and support services to assist
students with meeting their needs and career goals.
23
For tips on navigating the college application process, please visit: https://studentaid.ed.gov/prepare-
for-college/applying.
For more information on preparing for college, please see the college prep checklist at:
https://studentaid.ed.gov/sites/default/files/college-prep-checklist.pdf.
IDEA-eligible students with disabilities will benefit from discussions with their parents, school guidance
counselor, VR counselor (if applicable), and other professional support staff about the services and
supports needed to be successful in postsecondary education or training. For IDEA-eligible students
whose eligibility terminates because the student has graduated from secondary school with a regular
high school diploma or the student has exceeded the age of eligibility for FAPE under State law, the
school district must provide the student with an SOP that documents the student's academic
achievement, functional performance and recommendations on how to assist the student in meeting his
or her postsecondary goals.
Paying for College

The Office of Federal Student Aid (FSA) in the U.S. Department of Education plays a central role in the
nations postsecondary education community. Through the FSA, the Department awards about $150
billion a year in grants, work-study funds, and low-interest loans to approximately 13 million students.
There are three types of Federal student aid:
Grants and Scholarships: Financial aid that does not have to be repaid, including the Federal Pell
grant that can award as much as $5,815 to each low-income student
per year;
Work-Study: A program that allows students to earn money for their education; and
Low Interest Loans: Aid that allows students to borrow money for their education; loans must
be repaid with interest.
The following website provides information about the three types of student aid:
https://studentaid.ed.gov.
Completing the Free Application for Federal Student Aid (FAFSA) is the first step toward getting financial
aid for college. The FAFSA not only provides access to the $150 billion in grants, loans, and work-study
funds that the Federal government has available, but many States, schools, and private scholarships
require students to submit the FAFSA before they will consider offering any financial aid. That is why it is
important that every college-bound student complete the FAFSA. FAFSA is free, and there is help
provided throughout the application at: https://fafsa.ed.gov/help.htm.
It is also easier than ever to complete, taking only an average time of less than thirty minutes. For more
information, visit: https://studentaid.ed.gov/fafsa/filling-out.
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Choosing the Right College

College is a big investment in time, money, and effort; and, therefore, it is important to research and
understand the types of schools, tuition and costs, programs available, student enrollment, and a variety
of other important factors when choosing the right school. Please see the college reference guide to help
choose the right college at: https://studentaid.ed.gov/prepare-for-college/choosing-schools.
When researching potential college programs, students and their families are advised to work closely
with the disability support services (DSS) office on campus to discuss disability-related concerns and
needs, and the disability support services available to students at that postsecondary school. Many DSS
offices empower, support, and advocate for students with disabilities to achieve their goals by providing
access to education and other programs through the coordination of appropriate accommodations and
academic adjustments, assistive technology, alternative formats, and other support. Disability support
services, including academic adjustments and auxiliary aids, are provided in compliance with Section 504
and Title II of the Americans with Disabilities Act (ADA) (Title II). Information about the DSS office may be
found at the postsecondary schools website. The U.S Department of Education publication College
Scorecard (https://collegescorecard.ed.gov) also provides data on outcomes and affordability to help
select the right college.
Rights and Responsibilities in Postsecondary Education and Training

Students with disabilities are encouraged to be well informed about their rights and responsibilities, as
well as the responsibilities of postsecondary schools. Being informed about their rights and
responsibilities will help ensure that students have full opportunity to enjoy the benefits of the
postsecondary education experience without disruption or delay.
A postsecondary student with a disability is not entitled to the same services and supports that the
student received in high school. While students with disabilities are entitled to comprehensive supports
under the FAPE requirements of IDEA or Section 504, if applicable, while in high school, they are no
longer entitled to FAPE under IDEA or Section 504 if they graduate with a regular high school diploma.
At the postsecondary level, Section 504 prohibits discrimination on the basis of disability by recipients of
Federal financial assistance, and Title II prohibits discrimination on the basis of disability by public
entities, regardless of receipt of Federal funds. 17 Note that if the postsecondary institution is a private
college or university that is not a religious entity, it would be covered by Title III of the ADA (Title III). The
Department of Education does not enforce the Title III rights of postsecondary students with disabilities.
The U.S. Department of Justice enforces Title III.
Section 504 and Title II require that the postsecondary educational institution provide students with
disabilities with accommodations, including appropriate academic adjustments and auxiliary aids and
services, that are necessary to afford an individual with a disability an equal opportunity to participate in
a schools program. 18 19
25
Postsecondary educational institutions are not required to make adjustments or provide aids or services
that would result in a fundamental alteration of their academic program or impose an undue financial or
administrative burden on the postsecondary institutions programs. 20
To receive these supports, a student with a disability must inform the college that he or she has a
disability and needs one or more accommodations. The college is not required to identify the student as
having a disability or assess the students needs prior to receiving a request for an accommodation.
Colleges may set reasonable requirements for documentation that students must provide. While an IEP
or Section 504 plan from high school may be helpful in identifying services that have been effective for
the student, such a plan will generally not be sufficient documentation by itself.
The IEP Team, VR counselor, or support professionals can provide specific guidance to prepare the
student for postsecondary education and training. For example, they may provide an overview of how to
self-disclose individual needs or functional limitations in the postsecondary educational setting.
An overview of the rights and responsibilities of students with disabilities who are preparing to attend
postsecondary schools, as well as the obligations of a postsecondary school to provide academic
adjustments, including auxiliary aids and services, is available to ensure the school does not discriminate
on the basis of disability. Students with Disabilities Preparing for Postsecondary Education: Know Your
Rights and Responsibilities is available on the Departments website at:
www2.ed.gov/about/offices/list/ocr/transition.html.
Structural Supports and Physical Accessibility

Section 504 and the ADA set forth requirements related to the physical accessibility of facilities, including
those used for higher education purposes. In recent decades, the removal of architectural barriers, such
as providing curb cuts, ramps, and elevators, helped make higher education more inclusive for students
with disabilities. Structural accommodations involve making buildings accessible to individuals with
disabilities. Typical structural accommodations include ramp availability, elevators, convenient parking,
doorway and restroom facilities modifications, and architectural barriers removal or modifications. In
situations where architectural barriers cannot be removed, some institutions have changed the location
of classes or other activities to a site that is accessible.
Vocational Rehabilitation Supports for Postsecondary Education

The VR program assists individuals with disabilities, including students and youth with disabilities, to
acquire the knowledge and skills needed to achieve employment that can sustain economic
independence. If it is determined to be necessary and is included on the individuals IPE, the VR agencies
can provide financial support to eligible individuals to pay for or offset higher education-related
expenses, including college expenses not covered by student financial aid, or disability related expenses,
such as personal assistants, interpreters, readers, and education support services.
26
The students IPE lists the services that the VR agency and other responsible parties will provide. VR
financial support commonly listed in an IPE could include the following postsecondary expenses:
Vocational and other training services;
Personal and vocational adjustment training; and
Advanced training in the fields of science, technology, engineering, or mathematics, computer

science, medicine, law, or business in an institution of higher education (universities, colleges,
vocational schools, technical institutes, hospital schools of nursing or any other postsecondary
education institution) books, tools; and other training materials.
Before the VR agency can provide financial support for most VR services, the VR agency and the student
must identify other sources of funding. This requirement is frequently referred to as a search for
comparable benefits under the VR program. With respect to the provision of training, including
postsecondary education at an institution of higher education (IHE), both the VR counselor and student
or representative, as appropriate, must make every effort to secure grant assistance from other sources
to pay for that training prior to the VR agency providing financial support.
Pell grants are identified as grant assistance through the FAFSA and would be included in a search for
comparable benefits. However, scholarships or awards based on merit or student loans do not count as
grant assistance, for purposes of searching for comparable benefits, under the VR program. The VR
program does not require a student to apply for merit-based scholarships or awards or apply for student
loans. If a student accepts a merit-based scholarship that is restricted to specific costs, such as tuition,
fees, room and board, the VR program will take that reduction in expenses into consideration when
calculating the amount it could pay to assist the student in order to avoid duplication in funding.
Interagency Agreements between State VR Agencies and Public Institutions of

Higher Education
To ensure that students with disabilities are able to access services that enable them to fully participate
in education, VR agencies must enter into an interagency agreement or other mechanism for interagency
coordination with public IHEs in the State. The agreement or mechanism must address the coordination
of services, agency financial responsibilities, provision of accommodations and auxiliary aids and
services, reimbursement matters, and procedures for resolving interagency disputes. The local VR agency
and DSS office can assist students and families with connecting to the support services offered at IHEs.
Postsecondary Education and Training Programs and Opportunities

The following are examples of such programs that are funded through the U.S. Department of Education:
Gallaudet University
Gallaudet University, federally charted in 1864, is a bilingual, diverse, multicultural institution of higher
education that ensures the intellectual and professional advancement of deaf and hard of hearing
individuals through American Sign Language and English. Deaf and hard-of-hearing undergraduate
27
students can choose from more than 40 majors leading to a Bachelor of Arts or a Bachelor of Science
degree. To learn more, you may visit: www.gallaudet.edu.
National Technical Institute for the Deaf (NTID)

NTID is a special institution that is funded by OSERS. It is one of the nine colleges within Rochester
Institute of Technology (RIT), a leading career-oriented, technological university. Approximately 1,200
students who are deaf or hard-of-hearing attend NTID. NTID offers students two-year, career-focused
degree programs, opportunities to participate in the universitys cooperative education program, a
faculty who specialize in educating deaf and hard-of-hearing students, and the opportunity to enroll in
RITs four-year degree programs. For more information, please visit: www.ntid.rit.edu.
Model Transition Programs for Students with Intellectual Disabilities (TPSID) into
Higher Education
The Higher Education Opportunity Act includes provisions to increase access and opportunities for youth
and adults with intellectual disabilities who are interested in participating in higher education programs.
The Departments Office of Postsecondary Education (OPE) funded 25 TPSID projects in 2015 to serve
students with intellectual disabilities by providing access to academically inclusive college courses,
enhancing participation in internships and competitive integrated employment, and encouraging
engagement in social and personal development activities. OPE also funds a national coordinating center
to provide support, coordination, training, and evaluation services for TPSID grantees and other
programs for students with intellectual disabilities nationwide. The national coordinating center is
administered by Think College, a project team at the Institute for Community Inclusion at the University
of Massachusetts Boston.
For more information about the TPSID program and projects, please visit the Think College website at:
www.thinkcollege.net/about-us/think-college-grant-projects/national-coordinating-center.
Examples of State and Local Collaboration to Support Postsecondary Options for

Individuals with Disabilities
Autism Services
A VR agency, secondary school, and a local community college collaborated in a grant-funded project,
which provided comprehensive supports to individuals with autism enrolled at a local community
college. At the conclusion of the grant, the VR agency identified a staff person to continue providing
supports to 20 students enrolled at three community colleges in the community college system, with
some participants transitioning to four-year universities. Supports included faculty trainings, career
guidance, self-advocacy instruction, and increased communication with VR counselors, faculty, and
family members.
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Supported Education
A VR agency collaborated with a community college to develop a supported education program. This
initiative provides additional tutoring, study skills training, college life and other training for transition
students who enroll in the community college, and seek remedial courses before matriculating into a
degree or certificate program. The goal is to make community college education and training an option
for more transition-age students with disabilities, and increase their success rate in college.
A student suffered a stroke at a very young age, and afterwards, was unable to walk, talk, or breathe on
his own. However, he did not have any cognitive damage that impacted his intellectual functioning
during the stroke. Despite his challenges, he graduated from high school and entered a rigorous four-
year college. This student received a bachelors degree in fine arts. His postsecondary educational
success can be largely attributed to his own personal drive, supportive parents, and knowledgeable
service providers.
Postsecondary Employment Options

For more than two decades, one of the principal goals of disability policy in the United States, as it
influenced special education, vocational rehabilitation, and employment services nationwide, has been
to improve employment opportunities for young people with disabilities as they exit secondary
education programs. 21 As noted in the Rehabilitation Act, as amended by WIOA, one of the primary
purposes of the Rehabilitation Act is to maximize opportunities for individuals with disabilities, including
individuals with significant disabilities, for competitive integrated employment.
Preparing for Careers

VR agencies value early engagement with students and youth with disabilities to assist them in preparing
for a satisfying career. Early participation in job readiness training can provide the tools and guidance
that the student and youth with a disability need to successfully seek, find, advance in, or maintain
employment. Job readiness training refers to developing job-seeking skills, such as preparing resumes or
completing job applications, practicing interview techniques, honing workplace behaviors, or
participating in a job club.
Many models of career development identify stages that are widely accepted as leading to a satisfying
and productive career. 22
29
These stages include:

Career awareness When individuals begin to develop self-awareness and learn about work
values and roles in work, usually in elementary school;
Career exploration When individuals gather information to explore work interest, skills,
abilities, and the requirements of various employment options, usually
starting in middle school or early high school; career decision making when
individuals begin to select job and career areas that match interests and
aptitudes, usually beginning in high school, but often continuing well
into adulthood;
Career preparation When youth begin to understand their strengths and challenges and make
informed choices about preparation activities that will lead to a chosen
career area, usually throughout high school and postsecondary school; and
Career placement When youth begin to responsibly and productively participate in a job and a
career area.
VR counselors have specialized training to assist the youth in developing an IPE. The VR counselor
gathers as much information as possible about the youths work history, education and training, abilities
and interests, rehabilitation needs, and possible career goals. In gathering the information, the counselor
will first look to existing information to assist in both VR eligibility determination and plan development.
VR agencies, SEAs, community rehabilitation programs, and other community partners work together to
provide a range of resources to facilitate the objectives and goals of the IPE.
The following work opportunities and options assist students and youth with disabilities to achieve their
desired career goals.
On-the-Job Training as a Path to Employment

On-the-job training (OJT) is one type of community-based work experience that is often associated with
an existing job opportunity. Through OJT, an individual learns a specific skill taught by an employer in the
work environment. To learn more about OJT and businesses, visit:
www.referenceforbusiness.com/encyclopedia/Oli-Per/On-the-Job-Training.html.
OJT offers an opportunity for the individual to be hired at the conclusion of the training period. A VR
counselor and a youth with a disability often use the OJT approach as a career exploration opportunity
or work experience to obtain entry-level work skills. This training is designed to be short-term and offers
a paid or unpaid work experience. VR counselors identify and arrange for the OJT with employers, and
frequently provide transportation or other employment related services and supports while the
individual is participating in OJT. Additional information about community-based work experiences is
discussed in section one of this guide.
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Types of Employment Outcomes Authorized under the Rehabilitation Act

When developing the IPE, the student or youth with the disability may choose from any employment
goal that meets the definition of an employment outcome for purposes of the VR program. This means
the employment goal must be one in competitive integrated employment (including customized
employment and self-employment) or supported employment. Each of these options is discussed in
more detail below.
Competitive Integrated Employment

Competitive integrated employment pays a competitive wage in a location where both workers with
disabilities and those without disabilities (other than supervisors or individuals supporting the worker
with a disability) interact on a daily basis while performing their job. Competitive integrated employment
offers the same level of benefits for all employees, including those with disabilities, and offers the same
opportunities for advancement for individuals with disabilities and those without disabilities working in
similar positions. See the Glossary for the definition of competitive integrated employment.
The Rehabilitation Act emphasizes the achievement of competitive integrated employment to ensure
that all individuals with disabilities, especially students and youth with disabilities served through the VR
program, are provided every opportunity to achieve employment with earnings comparable to those
paid to individuals without disabilities, in a setting that allows them to interact with individuals who do
not have disabilities. Through the sharing of program information and coordination of joint training, VR
program and school staff can explore and identify transition-related services, such as work-based
learning, dual enrollment programs, and competitive integrated employment or supported employment
opportunities for students exiting school.
WIOA amendments to the Rehabilitation Act build on this effort by emphasizing that individuals with
disabilities, especially students and youth with disabilities, are given the opportunity to train and work in
competitive integrated employment or supported employment. Both school and VR program staff are
now responsible for providing documentation of completion of specific services and actions prior to
referring a student with a disability to subminimum wage employment. School officials are responsible
for providing the VR agency documentation of completion of appropriate transition services under IDEA,
consistent with the confidentiality requirements of the Family Educational Rights and Privacy Act. VR
agencies are required to provide the youth with documentation of completion of transition services
under IDEA in addition to completion of pre-employment transition services and other appropriate
services under the VR program. The youth with a disability must obtain this documentation prior to
starting a job at subminimum wage with an employer who holds a section 14(c) certificate under the Fair
Labor Standards Act.
VR agency staff is available to consult with school staff and others to share information that will enable
school staff, students, and family members to better understand the medical aspects of disabilities as
they relate to employment, the purpose of the VR program, how and when VR staff can best serve the
employment needs of the students in the transition process, and how school staff can assist students in
their preparation for VR services leading to an employment outcome in competitive integrated
employment or supported employment.
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Supported Employment
Supported employment refers to competitive integrated employment or employment in an integrated
work setting in which individuals are working on a short-term basis toward competitive integrated
employment. Supported employment services, including job coaching, are designed for individuals with
the most significant disabilities who need ongoing support services because of the nature and severity of
their disability in order to perform the work involved. A job coach provides intensive training and on-
going support to an individual to learn and perform job tasks at the work site, to teach and reinforce
acceptable work behaviors, and to develop positive working relationships with his or her co-workers. As
needed, the job coach is able to develop individualized accommodation tools for use on the job, such as
picture albums of the sequence of steps in a job or communication aids for individuals with speech or
hearing deficits. See the Glossary for the definition of supported employment.
As the student or youth with a disability learns and demonstrates progress in these areas, the job coach
decreases the support and time spent with the individual on the job. The job coach makes follow-up or
check-in visits on the job site to determine if the individual is performing well on the job and to provide
additional job coaching when job tasks change or the student or youth needs repeated training on a
particular task.
Sometimes, the job coach, family member, or youth will identify a co-worker who can provide assistance
rather than the job coach. This assistance offers natural support for the individual while working.
A natural support approach refers to enhancing or linking individuals to existing social

supports in the work environment that are available either informally (from co-workers
and peers on the job) or formally (from supervisors and company-sponsored employment
programs). Natural workplace support approaches require more intensive efforts up-
front to link the employee to available supports since the approach does not rely on the
continuing presence of the job coach. 23
However, when there is no natural support available and the individual needs ongoing support services,
a family member or another agency, such as developmental disabilities, Medicaid, or the VR agencies
provides the job coaching or other services. Other services frequently include transportation, daily living,
or counseling services relating to attendance or arriving to work on time.
Ongoing support services needed by an individual to maintain a job, such as job placement follow-up,
counseling, and training, are considered extended services. These services are identified on the IPE,
along with the service provider that will fund and provide these services. VR agencies may provide
extended services to a youth with a most significant disability for a period up to four years or until the
youth turns 25 years old. See the Glossary for the definition of extended services.
32
Customized Employment
While supported employment matches the individual with a position and trains him or her to perform
the essential tasks in that position, customized employment designs or tailors job tasks to meet the
individuals interests, skills, and capabilities, as well as the needs of the employer. Customized
employment is accomplished by using various strategies, including:
Customizing a job description based on current employer needs or on previously unidentified and
unmet employer needs;
Developing a set of job duties, a work schedule and job arrangement, and specifics of supervision
(including performance evaluation and review), and determining a job location;
Using a professional representative chosen by the individual, or if elected self-representation, to

work with an employer to facilitate placement; and
Providing services and supports at the job location.

Examples of individuals in customized employment across the country are included in Customized
Employment Works Everywhere. You may go to the website to learn more:
www.dol.gov/odep/documents/vignette_v3_blue_508_final.pdf.
Self-Employment
Self-employment refers to an individual working for him or herself and being responsible for earning his
or her own income from a trade or business rather than working for an employer and being paid a salary
or wage.
A student or youth with a disability could choose self-employment in a particular business that matches
his or her career strengths and interests. Individuals choose self-employment for many reasons, whether
it is to work in or out of the home in order to meet family care responsibilities, or to control work
schedules or to meet their accessibility needs. The range of occupations for self-employment is vast. For
example, individuals with disabilities may choose to be a self-employed certified public accountant,
medical billing services provider, comic book artist, or lunch cart operator, among many other options.
VR agencies offer services and guidance to assist a student or youth with a disability to prepare for self-
employment, such as training or start-up costs for their business. Typically, the VR counselor will
recommend that the individual develop a business plan that includes a market analysis supporting the
self-employment venture, the individuals work role in the business, anticipated income based on local
market information, identification of the support services needed, and the tools, equipment or supplies
needed and their cost. In many cases, the VR counselor refers the student or youth to local community
organizations that provide technical assistance to develop the business plan or pay for the development
of a business plan. The student or youth and the VR counselor will use the collected information to
identify the objectives and goals in their IPE. You may learn more about self-employment in the fact
sheet, Self-Employment Q & A: Accessing Vocational Rehabilitation Services to Facilitate Self-Employment
as an Employment Outcome, which discusses the VR process and how to develop a plan for self-
employment. Visit: www.worksupport.com/resources/content.cfm?id=646.
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Conclusion: Know Your Options to Plan

A range of options is available for students to use in achieving their educational and career aspirations.
Students, family members, educators, VR counselors, and other support professionals are encouraged to
know about available postsecondary opportunities and services to properly plan and prepare a youth
with a disability for adult life.
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4. SUPPORTING STUDENT-MADE DECISIONS:

PREPARATION FOR ADULT LIFE
Overview
Successful post-school transition is most likely to happen when students are actively engaged in their
own transition planning. To engage students, families, IEP Teams, VR professionals, and other support
professionals should:
Set high expectations;
Use a person-centered planning approach;
Support the students social and emotional learning;
Provide the student or youth with support to make their decisions; and
Counsel the student and their representative to make informed choices.

This section presents key elements of supported decision-making and describes the practice of informed
choice to assist students and youth with disabilities in their decisions for adult life.
Setting High Expectations for

Secondary School Students with Disabilities
Expectations play a critical role to success in employment and postsecondary educational settings. Low
expectations are often cited as significant barriers to academic and career achievement for students with
disabilities. 24 For example, the Government Accountability Office (GAO) found that attitudinal barriers of
faculty and support service providers in postsecondary educational settings have been shown to inhibit
the performance of students with disabilities. 25
In contrast, setting high expectations for students with disabilities promote successful post-school
transition. Research demonstrates that students with disabilities do better when they are held to high
expectations and have access to the general education curriculum. 26
To set high expectations and foster successful post-school outcomes for students with disabilities, all
individuals concerned with their education should:
Establish a school-wide culture of high expectations;
Provide students with disabilities access to rigorous coursework (see accelerated programs
section below);
Ensure students with disabilities have IEP goals that are aligned with the challenging academic
content standards for the grade in which the student is enrolled and ensure that students with
disabilities receive the specialized instruction, related services and other supports they need to
meaningfully access, be involved, and make progress in the general education curriculum;
35
Provide students with disabilities the opportunity to access College and Career Ready Standards
and Assessments; and
Ensure educators have the tools and resources necessary to support success. 27
Person-Centered Planning
When developing the IEP or the IPE, planning is centered on the interests, strengths, skills, and needs of
the student or youth with disability. Person-centered approaches:
Include in the planning process, individuals who have a deep knowledge of the students
academic and social history;
View the student as an individual and as a person, rather than as a diagnosis or disability;
Use everyday language in transition planning, rather than professional jargon; and
Ensure that goals are developed based on the students unique strengths, interests, and
capacities.
Addressing Students Social and Emotional Needs

It is important to address the social and emotional needs of students with disabilities to ensure that they
have the skills needed to be successful in a postsecondary educational setting or workplace. Students
with disabilities who have well-developed social skills are more likely to be able to successfully navigate
employment, community, and postsecondary education settings. 28
IEP Teams need to take active steps to provide opportunities for students with disabilities to acquire
appropriate social skills. Many of these opportunities can be integrated into the students existing course
of study. Specific strategies include:
Role-playing
Schools can create opportunities for students with disabilities to practice appropriate social skills
in a variety of contexts, including school-based, workplace, community, and postsecondary
educational settings.
Participation in social and emotional learning programs

A variety of specific social skill development programs exist that can help students acquire critical
social skills. 29
Positive school climate

Parents should be aware that a positive school climate is critical to helping students with
36
disabilities develop strong social skills. For example, safe and supportive classrooms build on the
students strengths. 1
Providing the Student and Youth with Support to Make Their Decisions
Beyond developing social skills, it is crucial for students with disabilities to understand and acquire the
skills for self-determination during high school to ensure success in postsecondary education and the
workplace. 30 Students with strong self-advocacy skills who understand and fully participate in the
development of their IEP and SOP have better transition outcomes. 31
Key characteristics of self-determination are the ability to:
Speak for yourself (self-advocacy);
Solve problems;
Set goals;
Make decisions;
Possess self-awareness; and
Exhibit independence. 32
Schools help students develop self-determination skills when they:
Support students in establishing their own transition goals, including postsecondary education,
career, and independent living goals;
Ensure that students are actively involved in IEP meetings and understand their IEPs, including
their specialized instruction and related services, the accommodations they receive for
instruction and assessments, if applicable, and supplementary aids and services to facilitate their
education in the least restrictive environment;
Help students develop skills to direct their own learning;
Use person-centered planning; and
Create and maintain a system that supports family involvement and empowers families to
support the self-determination of their sons and daughters. 33
Developing self-determination and making informed choices heighten students knowledge of the
transition process and success in post-school settings. 34
1
Please visit the U.S. Department of Educations Guiding Principles: A Resource Guide for Improving
School Climate and Discipline for additional strategies: www2.ed.gov/policy/gen/guid/school-
discipline/guiding-principles.pdf.
37
Self-determination activities can be described as activities that result in individuals with developmental
disabilities, with appropriate assistance, having the ability, opportunity, authority, and support (including
financial support) to:
Communicate and make personal decisions;
Communicate choices and exercise control over the type and intensity of services, supports, and
other assistance the individual receives;
Control resources to obtain needed services, supports and other assistance;
Participate in, and contribute to, their communities; and
Advocate for themselves and others, develop leadership skills through training in self-advocacy,
participate in coalitions, educate policymakers, and play a role in the development of public
policies that affect individuals with developmental disabilities.
Making Informed Choices

The VR agency must provide its participants with the opportunity to exercise informed choice
throughout the VR process, including making decisions about the following:
Employment goals;
Services and service providers;
Settings for employment and service provision; and
Methods for procuring services.

The VR agency assists participants by providing information, guidance, and support to make and carry
out these decisions. The exercise of informed choice involves communicating clearly, gathering and
understanding information, setting goals, making decisions, and following through with decisions. VR
counselors provide information through various methods of communication that are helpful to a family
in order to assist with identifying opportunities for exercising informed choice from the beginning of the
VR process through the achievement of an employment outcome.
Parameters of Informed Choice

While the Rehabilitation Act emphasizes the importance of the individuals, including the students or
youths, ability to exercise informed choice throughout the VR process, the Rehabilitation Act requires
the VR agencies to ensure that the availability and scope of informed choice is consistent with the VR
agencies responsibilities for the administration of the VR program. Such requirements impose
parameters that affect the exercise of informed choice. It is generally the responsibility of the VR
counselor to inform the individual about relevant requirements, available options for developing the IPE
and for exercising informed choice to assure that the individual understands the options. As appropriate,
the VR counselor encourages the participation of family members and others in the VR process.
38
Parental Consent, Age of Majority, Supported Decision-making and Guardianship

Outreach to parents, family members, caregivers, and representatives plays a critical role in the
transition process. For students who receive services under Part B of IDEA, parental rights may transfer
to the student when he or she reaches the age of majority under State law, except for a child who has
been determined incompetent under State law. The age of majority is the age that a State sets for a
minor to become an adult and assume legal responsibility for himself/herself and all decisions that
accompany that (e.g., financial, medical, educational). 35 In most States, this is age 18. To learn more
about the age of majority visit: www.parentcenterhub.org/repository/age-of-majority-parentguide.
At the time a student reaches the age of majority, if parental rights have transferred to the student
under State law, the student has the right to make his or her own educational, employment, or
independent living decisions. VR agencies conduct outreach directly to these students. The consent of
the parents or an IDEA-eligible student who has reached the age of majority must be obtained before
personally identifiable information about the student is released to officials of participating agencies,
including VR agencies that are providing or paying for transition services.
As IDEA-eligible students with disabilities reach the age of majority, they and their parents are advised to
seek information to help them understand their options for making educational decisions. A student
need not be placed under guardianship in order for his or her family to remain involved in educational
decisions. Guardianship places significant restrictions on the rights of an individual. Students and parents
are urged to consider information about less restrictive alternatives.
Parents' rights may transfer to an IDEA-eligible student with a disability who has reached the age of
majority under State law that applies to all children, except for a student with a disability who has been
determined to be incompetent under State law. If State law permits parental rights under the IDEA to
transfer to a student who has reached the age of majority, that student can become the educational
rights holder who invites family members to participate in the IEP meeting. If the adult student does not
want to have that role, he or she can execute a power of attorney authorizing a family member to be the
educational decision-maker. Alternatively, if a student does not have the capacity to execute a power of
attorney or prefers not to use that option, a supported decision-making arrangement can be established
consistent with applicable State procedures, in which the parents (or other representatives) assist the
student in making decisions, if the student has not been determined to be incompetent but does not
have the ability to provide informed consent with respect to his or her educational programs. Unlike
under guardianship, the student remains an autonomous decision-maker in all aspects of his or her life.
To learn more about supported decision-making visit: www.supporteddecisionmaking.org.
Families are encouraged to seek services from the Parent Training and Information Centers funded by
the Office of Special Education Programs, and Parent Information and Training Programs funded by the
Rehabilitation Services Administration.
39
Conclusion: Student Empowerment Advances Career Decision-Making

Teaching self-determination and exercising informed choice are not practices limited to the most able
youth with disabilities. Schools can help foster self-determination and VR agencies can enhance career
decision-making to assist youth with disabilities, including those with the most significant complex or
lifelong intellectual or developmental disabilities, to achieve their desired post school goals.
40
GLOSSARY OF TERMS
Individuals with Disabilities Education Act or IDEA (20 U.S.C. 1400 et seq.).
Rehabilitation Act (29 U.S.C. 701 et seq.)
Elementary and Secondary Education Act of 1965 (ESEA),
as amended by the Every Student Succeeds Act (20 U.S.C.6301 et Seq.)
ALTERNATE DIPLOMA [ESEA Title VIII, Sec. 8101(25)]

Alternate diploma means a diploma for students with the most significant cognitive disabilities, as defined by
the State, who are assessed with a States alternate assessment aligned to alternate academic achievement
standards under section 1111(b)(2)(D) of the Elementary and Secondary Education Act and is
(i) Standards-based;
(ii) Aligned with the States requirements for a regular high school diploma; and
(iii) Obtained within the time period for which the State ensures the availability of a free appropriate
public education under section 612(a)(1) of the Individuals with Disabilities Education Act.
CHILD WITH A DISABILITY [20 U.S.C. Sec. 1401(3)(A)]

IN GENERAL.The term child with a disability means a child
(A) with intellectual disabilities, hearing impairments (including deafness), speech or language
impairments, visual impairments (including blindness), serious emotional disturbance (referred
to in this title as emotional disturbance), orthopedic impairments, autism, traumatic brain
injury, other health impairments, or specific learning disabilities; and
(B) who, by reason thereof, needs special education and related services.
COMMUNITY REHABILITATION PROGRAM [29 U.S.C. Sec. 705(4)]

Community Rehabilitation Program means a program that provides directly or facilitates the provision of
vocational rehabilitation services to individuals with disabilities, and that provides, singly or in
combination, for an individual with a disability to enable the individual to maximize opportunities for
employment, including career advancement:
(A) medical, psychiatric, psychological, social, and vocational services that are provided under one
management;
(B) testing, fitting, or training in the use of prosthetic and orthotic devices;
(C) recreational therapy;
(D) physical and occupational therapy;
(E) speech, language, and hearing therapy;
41
(F) psychiatric, psychological, and social services, including positive behavior management;
(G) assessment for determining eligibility and vocational rehabilitation needs;
(H) rehabilitation technology;
(I) job development, placement, and retention services;
(J) evaluation or control of specific disabilities;
(K) orientation and mobility services for individuals who are blind;
(L) extended employment;
(M) psychosocial rehabilitation services;
(N) supported employment services and extended services;
(O) customized employment;
(P) services to family members when necessary to the vocational rehabilitation of the individual;
(Q) personal assistance services; or
(R) services similar to the services described in one of subparagraphs (A) through (Q).
COMPETITIVE INTEGRATED EMPLOYMENT. [29 U.S.C. Sec. 705(5)]

The term competitive integrated employment means work that is performed on a full-time or part-
time basis (including self-employment)
(A) for which an individual
(i) is compensated at a rate that
(I) (aa) shall be not less than the higher of the rate specified in section 6(a)(1) of the Fair
Labor Standards Act of 1938 (29 U.S.C. 206(a)(1)) or the rate specified in the
applicable State or local minimum wage law; and
(bb) is not less than the customary rate paid by the employer for the same or similar
work performed by other employees who are not individuals with disabilities, and
who are similarly situated in similar occupations by the same employer and who
have similar training, experience, and skills; or
(II) in the case of an individual who is self-employed, yields an income that is comparable to
the income received by other individuals who are not individuals with disabilities, and
who are self-employed in similar occupations or on similar tasks and who have similar
training, experience, and skills; and
(ii) is eligible for the level of benefits provided to other employees;
(B) that is at a location where the employee interacts with other persons who are not individuals
with disabilities (not including supervisory personnel or individuals who are providing services to
such employee) to the same extent that individuals who are not individuals with disabilities and
who are in comparable positions interact with other persons; and
(C) that, as appropriate, presents opportunities for advancement that are similar to those for other
employees who are not individuals with disabilities and who have similar positions.
42
CUSTOMIZED EMPLOYMENT [29 U.S.C. Sec. 705(7)]

Customized Employment means competitive integrated employment, for an individual with a significant
disability, that is based on an individualized determination of the strengths, needs, and interests of the
individual with a significant disability, is designed to meet the specific abilities of the individual with a
significant disability and the business needs of the employer, and is carried out through flexible
strategies, such as:
(A) job exploration by the individual;
(B) working with an employer to facilitate placement, including:
(i) customizing a job description based on current employer needs or on previously
unidentified and unmet employer needs;
(ii) developing a set of job duties, a work schedule and job arrangement, and specifics of
supervision (including performance evaluation and review), and determining a job location.
EMPLOYMENT OUTCOME [29 U.S.C. Sec. 705(11)]

Employment Outcome means, with respect to an individual:
(A) entering or retaining full-time or, if appropriate, part-time competitive employment in the
integrated labor market;
(B) satisfying the vocational outcome of supported employment; or
(C) satisfying any other vocational outcome the Secretary of Education may determine to be
appropriate (including satisfying the vocational outcome of customized employment, self-
employment, telecommuting, or business ownership).
EXTENDED SERVICES [29 U.S.C. Sec. 705(13)]

Extended Services means ongoing support services and other appropriate services, needed to support
and maintain an individual with a most significant disability in supported employment, that:
(A) are provided singly or in combination and are organized and made available in such a way as to
assist an eligible individual in maintaining supported employment;
(B) are based on a determination of the needs of an eligible individual, as specified in an
individualized plan for employment; and
(C) are provided by a State agency, a nonprofit private organization, employer, or any other
appropriate resource, after an individual has made the transition from support provided by the
designated State unit.
43
FREE APPROPRIATE PUBLIC EDUCATION (FAPE) [20 U.S.C. Sec. 1401(9)]

Under the IDEA, the term free appropriate public education means special education and related
services that
(A) have been provided at public expense, under public supervision and direction, and without
charge;
(B) meet the standards of the State educational agency;
(C) include an appropriate preschool, elementary school, or secondary school education in the State
involved; and
(D) are provided in conformity with the individualized education program required under section
1414(d) of this title.
Under the Department of Educations regulations implementing Section 504 of the
Rehabilitation Act, appropriate education is the provision of regular or special education and
related aids and services that
(i) are designed to meet individual educational needs of persons with disabilities as adequately
as the needs of persons without disabilities are met and
(ii) are based upon adherence to procedures that satisfy the requirements of 104.34, 104.35,
and 104.36.
Implementation of an IEP developed in accordance with the IDEA is one means of meeting this
standard (34 CFR 104.33(b)).
INDIVIDUALIZED EDUCATION PROGRAM (IEP) [20 U.S.C. Sec. 1401(14)]

The term individualized education program or IEP means a written statement for each child with a
disability that is developed, reviewed, and revised in accordance with section 614(d) of the IDEA.
INDIVIDUAL WITH A DISABILITY [29 U.S.C. Sec. 705(20)(A)]

IN GENERAL.Except as otherwise provided in subparagraph (B), the term individual with a disability
means any individual who
(i) has a physical or mental impairment which for such individual constitutes or results in a
substantial impediment to employment; and
(ii) can benefit in terms of an employment outcome from vocational rehabilitation services provided
pursuant to title I, III, or VI.
44
INDIVIDUAL WITH A SIGNIFICANT DISABILITY [29 U.S.C. Sec. 705(21)]

Individual with a Significant Disability means:
(A) IN GENERAL.Except as provided in subparagraph (B) or (C), the term individual with a
significant disability means an individual with a disability:
(i) who has a severe physical or mental impairment which seriously limits one or more
functional capacities (such as mobility, communication, self-care, self-direction,
interpersonal skills, work tolerance, or work skills) in terms of an employment outcome;
(ii) whose vocational rehabilitation can be expected to require multiple vocational rehabilitation
services over an extended period of time; and
(iii) who has one or more physical or mental disabilities resulting from amputation, arthritis,
autism, blindness, burn injury, cancer, cerebral palsy, cystic fibrosis, deafness, head injury,
heart disease, hemiplegia, hemophilia, respiratory or pulmonary dysfunction, intellectual
disability, mental illness, multiple sclerosis, muscular dystrophy, musculo-skeletal disorders,
neurological disorders (including stroke and epilepsy), paraplegia, quadriplegia, and other
spinal cord conditions, sickle cell anemia, specific learning disability, end-stage renal disease,
or another disability or combination of disabilities determined on the basis of an assessment
for determining eligibility and vocational rehabilitation needs described in subparagraphs (A)
and (B) of paragraph (2) to cause comparable substantial functional limitation.
INDEPENDENT INDIVIDUALS REPRESENTATIVE;

APPLICANTS REPRESENTATIVE [29 U.S.C. Sec. 705(22)]
The terms individuals representative and applicants representative mean a parent, a family member,
a guardian, an advocate, or an authorized representative of an individual or applicant, respectively.
LEAST RESTRICTIVE ENVIRONMENT OR LRE [20 U.S.C. 1412(a)(5)(A)]

Least restrictive environment or LRE means that, to the maximum extent appropriate, children with
disabilities, including children in public or private institutions or other care facilities, are educated with
children who are not disabled, and that special classes, separate schooling, or other removal of children
with disabilities from the regular educational environment occurs only if the nature or severity of the
disability is such that education in regular classes with the use of supplementary aids and services
cannot be achieved satisfactorily.
LOCAL AGENCY [29 U.S.C. Sec. 705(24)]

Local Agency means an agency of a unit of general local government or of an Indian tribe (or
combination of such units or tribes) which has an agreement with the designated State agency to
conduct a vocational rehabilitation program under the supervision of such State agency in accordance
with the State plan approved under section 101. Nothing in the preceding sentence of this paragraph or
in section 101 shall be construed to prevent the local agency from arranging to utilize another local
45
public or nonprofit agency to provide vocational rehabilitation services if such an arrangement is made
part of the agreement specified in this paragraph.
ONGOING SUPPORT SERVICES [29 U.S.C. Sec. 705(27)]

Ongoing Support Services means services:
(A) provided to individuals with the most significant disabilities;
(B) provided, at a minimum, twice monthly:
(i) to make an assessment, regarding the employment situation, at the worksite of each such
individual in supported employment, or, under special circumstances, especially at the
request of the client, off site; and
(ii) based on the assessment, to provide for the coordination or provision of specific intensive
services, at or away from the worksite, that are needed to maintain employment stability; and
(C) consisting of
(i) a particularized assessment supplementary to the comprehensive assessment described in
paragraph (2)(B);
(ii) the provision of skilled job trainers who accompany the individual for intensive job skill
training at the worksite;
(iii) job development, job retention, and placement services;
(iv) social skills training;
(v) regular observation or supervision of the individual;
(vi) follow up services such as regular contact with the employers, the individuals, the
individuals representatives, and other appropriate individuals, in order to reinforce and
stabilize the job placement;
(vii) facilitation of natural supports at the worksite;
(viii) any other service identified in section 723 of this title; or
(ix) a service similar to another service described in this subparagraph.
PRE-EMPLOYMENT TRANSITION SERVICES [29 U.S.C. Secs 705(30) and 733]

Pre-Employment Transition Services are
(a) IN GENERAL.From the funds reserved under section 110(d), and any funds made available
from State, local, or private funding sources, each State shall ensure that the designated State
unit, in collaboration with the local educational agencies involved, shall provide, or arrange for
the provision of, pre-employment transition services for all students with disabilities in need of
such services who are eligible or potentially eligible for services under this title.
46
(b) REQUIRED ACTIVITIES.

Funds available under subsection (a) shall be used to make available to students with disabilities
described in subsection (a)
(1) job exploration counseling;
(2) work-based learning experiences, which may include in school or after school opportunities,
or experience outside the traditional school setting (including internships), that is provided
in an integrated environment to the maximum extent possible;
(3) counseling on opportunities for enrollment in comprehensive transition or postsecondary
educational programs at institutions of higher education;
(4) workplace readiness training to develop social skills and independent living; and
(5) instruction in self-advocacy, which may include peer mentoring.
(c) AUTHORIZED ACTIVITIES.
Funds available under subsection (a) and remaining after the provision of the required activities
described in subsection (b) may be used to improve the transition of students with disabilities
described in subsection (a) from school to postsecondary education or an employment outcome by
(1) implementing effective strategies to increase the likelihood of independent living and
inclusion in communities and competitive integrated workplaces;
(2) developing and improving strategies for individuals with intellectual disabilities and
individuals with significant disabilities to live independently, participate in postsecondary
education experiences, and obtain and retain competitive integrated employment;
(3) providing instruction to vocational rehabilitation counselors, school transition personnel,
and other persons supporting students with disabilities;
(4) disseminating information about innovative, effective, and efficient approaches to achieve
the goals of this section;
(5) coordinating activities with transition services provided by local educational agencies under
the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);
(6) applying evidence-based findings to improve policy, procedure, practice, and the preparation
of personnel, in order to better achieve the goals of this section;
(7) developing model transition demonstration projects;
(8) establishing or supporting multistate or regional partnerships involving States, local
educational agencies, designated State units, developmental disability agencies, private
businesses, or other participants to achieve the goals of this section; and
(9) disseminating information and strategies to improve the transition to postsecondary
activities of individuals who are members of traditionally unserved populations.
Sec. 113 Rehabilitation Act of 1973
47
(d) PRE-EMPLOYMENT TRANSITION COORDINATION.

Each local office of a designated State unit shall carry out responsibilities consisting of
(1) attending individualized education program meetings for students with disabilities, when
invited;
(2) working with the local workforce development boards, one-stop centers, and employers to
develop work opportunities for students with disabilities, including internships, summer
employment and other employment opportunities available throughout the school year, and
apprenticeships;
(3) work with schools, including those carrying out activities under section 614(d)(1)(A)(i)(VIII)
of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)(1)(A)(i)(VIII)), to
coordinate and ensure the provision of pre-employment transition services under this
section; and
(4) when invited, attend person-centered planning meetings for individuals receiving services
under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.).
REGULAR HIGH SCHOOL DIPLOMA [ESEA Sec. 8101(43) and 34 CFR 200.34(c)(2)]
The term regular high school diploma
(A) means the standard high school diploma awarded to the preponderance of students in the State
that is fully aligned with State standards, or a higher diploma, except that a regular high school
diploma shall not be aligned to the alternate academic achievement standards described in
section 1111(b)(1)(E); and
(B) does not include a recognized equivalent of a diploma, such as a general equivalency diploma,
certificate of completion, certificate of attendance, or similar lesser credential, such as a diploma
based on meeting IEP goals.
RELATED SERVICES [20 U.S.C. Sec. 1401(26)]

Related Services means transportation and such developmental, corrective, and other supportive
services as are required to assist a child with a disability to benefit from special education, and includes
speech-language pathology and audiology services, interpreting services, psychological services, physical
and occupational therapy, recreation, including therapeutic recreation, early identification and
assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation
and mobility services, and medical services for diagnostic or evaluation purposes.
Related services also include school health services and school nurse services, social work services in
schools, and parent counseling and training. 34 CFR 300.34. IDEA makes a specific exception to the list
of related services: surgically implanted devices, including cochlear implants. Further explanations of
exceptions and other key definitions are found under 34 CFR 300.34.
48
SECONDARY SCHOOL [20 U.S.C. 1401(27)]

Secondary School means a nonprofit day or residential school, including a public secondary charter
school, that provides secondary education, as determined under State law, except that it does not
include any education beyond grade 12.
SPECIAL EDUCATION [20 U.S.C. Sec. 1401(29)]

Special Education means specially designed instruction, at no cost to the parents, to meet the unique
needs of a child with a disability, including:
(A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other
settings; and
(B) instruction in physical education.
STUDENT WITH A DISABILITY [29 U.S.C. Sec. 705(37)]

Student with a Disability means:
IN GENERAL.an individual with a disability who
(i) (I) (aa) is not younger than the earliest age for the provision of transition services under
section 614(d)(1)(A)(i)(VIII) of the Individuals with Disabilities Education Act
(20 U.S.C. 1414(d)(1)(A)(i)(VIII)); or
(bb) if the State involved elects to use a lower minimum age for receipt of pre-
employment transition services under this Act, is not younger than that minimum
age; and
(II) (aa) is not older than 21 years of age; or
(bb) if the State law for the State provides for a higher maximum age for receipt of
services under the Individuals with Disabilities Education Act (20 U.S.C.1400 et
seq.), is not older than that maximum age; and
(ii) (I) is eligible for, and receiving, special education or related services under part B of the
Individuals with Disabilities Education Act (20 U.S.C. 1411 et seq.); or
(II) is an individual with a disability, for purposes of section 504 student with a disability is
an individual with a disability who is participating in an educational program, including
secondary education, non-traditional secondary education and postsecondary
education, who meet the age requirements of the definition.
49
SUMMARY OF PERFORMANCE [20 U.S.C.1414(c)(5)(B)(ii) and Sec. 1401(c)(5)(B)(ii)]

Summary of Performance means for each student with a disability receiving services under Part B of the
IDEA who either graduates from high school with a regular high school diploma or exceeds the age of
eligibility for FAPE under State law, the school must provide the student with a summary of his or her
academic achievement and functional performance. The SOP must include recommendations on how to
assist the student in meeting his or her postsecondary goals.
SUPPORTED EMPLOYMENT [29 U.S.C. Sec. 705(38)]

The term supported employment means competitive integrated employment, including customized
employment, or employment in an integrated work setting in which individuals are working on a short-
term basis toward competitive integrated employment, that is individualized and customized consistent
with the strengths, abilities, interests, and informed choice of the individuals involved, for individuals
with the most significant disabilities
(A) (i) for whom competitive integrated employment has not historically occurred; or
(ii) for whom competitive integrated employment has been interrupted or intermittent as a
result of a significant disability; and
(B) who, because of the nature and severity of their disability, need intensive supported
employment services and extended services after the transition described in paragraph (13)(C),
in order to perform the work involved.
SUPPORTED EMPLOYMENT SERVICES [29 U.S.C. Sec. 705(39)]

Supported Employment Services means ongoing support services, including customized employment,
needed to support and maintain an individual with a most significant disability in supported
employment, that:
(A) are provided singly or in combination and are organized and made available in such a way as to
assist an eligible individual to achieve competitive integrated employment;
(B) are based on a determination of the needs of an eligible individual, as specified in an
individualized plan for employment; and
(C) Are provided by the designated State unit for a period of not more than 24 months, except that
period may be extended, if necessary, in order to achieve the employment outcome identified in
the individualized plan for employment.
50
TRANSITION SERVICES [20 U.S.C. Sec. 1401(34)]

Transition Services means a coordinated set of activities for a student with a disability designed within a
results-oriented process that is focused on improving the academic and functional achievement of the
child with a disability to facilitate the childs movement from school to post-school activities, including
postsecondary education, vocational education, integrated employment (including supported
employment), continuing and adult education, adult services, independent living, or community
participation. The coordinated set of activities is based on each student's needs, taking into account the
student's strengths, preferences and interests, and includes instruction, related services, community
experiences, the development of employment and other post-school adult living objectives, and, if
appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation.
YOUTH WITH A DISABILITY [29 U.S.C. Sec. 705(42)]

Youth with a Disability means:
(A) IN GENERAL means an individual with a disability who:
(i) is not younger than 14 years of age; and
(ii) is not older than 24 years of age.
51
END NOTES
1
PACER Center Inc. (2001). Parent tips for transition planning, PHP-c80. Retrieved from
www.asec.net/Archives/Transitionresources/Parent%20tips%20for%20transition.pdf.
2
Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through
college. Washington, DC: U.S. Department of Education. Retrieved from
www.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf.
3
U.S. Department of Education (2013, September). OSEP Letter to Dude; Retrieved on January 6, 2017
from https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/11-007493r-co-dude-transition9-
3-13.pdf.
4
National Collaborative on Workforce and Disability for Youth. (2011).
Engaging Youth in Work Experiences: An Innovative Strategies Practice Brief.
Retrieved from www.ncwd-youth.info/innovative-strategies/practice-briefs/engaging-youth-in-
work-experiences.
5
National Collaborative on Workforce and Disability for Youth.
Guideposts for Success: Career Preparation & Work-Based Learning Experiences.
Retrieved from www.ncwd-youth.info/guideposts/career.
6
Luecking, R. G. (2009) The way to work: How to facilitate work experiences for youth in transition.
Baltimore, MD: Paul H. Brookes.
7
Powers, L.E., Deshler, D.D., Jones, B. & Simon, M. (2006). Strategies for enhancing self-determination,
social success, and transition to adulthood. In D.D. Deshler and J.B. Schumaker (Eds.),
Teaching adolescents with disabilities: Accessing the general education curriculum (pp 235273).
Thousand Oaks, CA: Corwin Press.
8
Powers, L.E., Sowers, J., & Stevens, T. (1995). An exploratory, randomized study of the impact of
mentoring on the self-efficacy and community-based knowledge of adolescents with severe
physical challenges. Journal of Rehabilitation, 61(1), 3341.
9
Luecking, R. G. (2009) The way to work: How to facilitate work experiences for youth in transition.
Baltimore, MD: Paul H. Brookes.
10
Information in this section is based upon a Joint Dear Colleague letter on career pathways
(OVAE, ETA, Administration for Children and Families). April 4, 2012.
Retrieved from www2.ed.gov/about/offices/list/ovae/ten-attachment.pdf.
11
See Assistance to States for the Education of Children with Disabilities and Preschool Grants for
Children with Disabilities, Final Rule, Analysis of Comments and Changes, 71 Fed. Reg. 46540, 46667
(Aug. 14, 2006).
12
Id.
52
13
If the VR agency is operating under an order of selection, the IPE must be developed and approved
before each eligible student meeting the order of selection criteria leaves the school setting.
Section 101(a)(9)(A) of the Rehabilitation Act and 34 CFR 361.22(a)(2).
14
See State Vocational Rehabilitation Services Program, 81 Fed. Reg. 55,687
(August 19, 2016)(Preamble).
15
Adapted from: Alverson, C.Y., Burr, J., FitzGerald, P., Dickinson, J., Johnson, M., Ozols, K., & Simich, S.
(2015). Oregon Youth Transitions Program (YTP) Procedures Manual. Retrieved from
www.ytporegon.org/sites/default/files/fileattachments/Master%20Sep%209%20v5.pdf.
With further modifications from Brenda Kaye Simmons, Director, Transition Services, Missouri
Vocational Rehabilitation.
16
Cameto, R., Levine, P., &Wagner, M. (2004). Transition Planning for Students with Disabilities.
A Special Topic Report from the national Longitudinal Transition Study-2 (NTS2).
Menlo Park, CA: SRI International.
17
Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. 794, prohibits discrimination
on the basis of disability in programs or activities of entities such as public schools and State
vocational rehabilitation agencies receiving Federal financial assistance. Title II of the ADA , as
amended, 42 U.S.C. 12131 et seq., prohibits discrimination on the basis of disability by State and
local public entities, regardless of receipt of Federal funds. OCR shares enforcement responsibility
for Title II in the education context with the U.S. Department of Justice. For more information about
these laws, go to www.ed.gov/ocr
18
Please visit www2.ed.gov/about/offices/list/ocr/docs/auxaids.html for a detailed overview of
auxiliary aids and services.
19
Please visit https://acl.gov/Programs/AIDD/DDA_BOR_ACT_2000/index.aspx for further
information.
20
U.S. Department of Education, Office for Civil Rights. (2011). Transition of Students With Disabilities
to Postsecondary Education: A Guide for High School Educators. Washington, DC: Author.
Retrieved from www2.ed.gov/about/offices/list/ocr/transitionguide.html.
21
Johnson, D. R. (2009). Foreword. In R. G. Luecking, The way to work: How to facilitate work
experiences for youth in transition. Baltimore, MD: Paul H. Brookes.
22
Brolin, D. (1995). Career education: A functional life skills approach (3rd ed.). Upper Saddle River, NJ:
Prentice Hall.
23
Fabian, E. S., Edelman, A. & Leedy, M. (1993). Linking workers with severe disabilities to social
supports in the workplace: Strategies for addressing barriers.
The Journal of Rehabilitation, 59, 3 p. 29(6).
53
24
Please visit the University of Washington DO-IT website
(www.washington.edu/doit/Careers/postsecondary_educators.html) for further information.
25
Please refer to the Report of the Advisory Commission on Accessible Instructional Materials in
Postsecondary Education for Students with Disabilities (2011)
(www2.ed.gov/about/bdscomm/list/aim/meeting/aim-report.pdf) for further information.
26
In enacting the IDEA Amendments of 2004, Congress recognized that research and experience has
demonstrated that the education of children with disabilities can be made more effective by having
high expectations for such children and ensuring their access to the general education curriculum in
the regular classroom, to the maximum extent possible, in order to (i) meet developmental goals
and, to the maximum extent possible, the challenging expectations that have been established for
all children; and (ii) be prepared to lead productive and independent adult lives, to the maximum
extent possible. (Section 601(c) (5) (A) of the IDEA. As the graduation rates for children with
disabilities continue to climb, providing effective transition services to promote successful
post-school employment or education is an important measure of accountability for children with
disabilities. Section 601(c)(14) of the IDEA.
27
For additional information on College and Career Ready Standards and Assessments, please visit:
www2.ed.gov/policy/elsec/leg/blueprint/faq/college-career.pdf. For strategies regarding how to
improve the learning of all students, please visit the EDs SWIFT Schools website:
www.swiftschools.org.
28
Bremer, C. D. & Smith, J. (2004). Teaching social skills. National Center on Secondary Education and
Transition Information Brief, 3(5). Retrieved from www.ncset.org/publications/viewdesc.asp?id=1749.
29
Bremer, C. D. & Smith, J. (2004). Teaching social skills. National Center on Secondary Education and
Transition Information Brief, 3(5). Retrieved from www.ncset.org/publications/viewdesc.asp?id=1749
30
Loman, S., Vatland, C., Strickland-Cohen, K, R., & Walker, H. (2010).
Promoting self-determination: A practice guide. Retrieved from
http://ngsd.org/sites/default/files/promoting_self-determination_a_practice_guide.pdf.
31
Loman, S., Vatland, C., Strickland-Cohen, K., Horner, R., & Walker, H. (2010).
32
Promoting self-Determination: A practice guide. Retrieved from
54
33
Please visit the U.S. Department of Educations Parent and Training Information (PTI) Centers for
additional information on how parents can become more involved in developing students
self-determination www2.ed.gov/parents/needs/speced/resources.html.
34
U.S. Department of Education (2013, September). OSEP Letter to Dude. Retrieved on January 6,
2017 from https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/11-007493r-co-dude-
transition9-3-13.pdf.
35
Center for Parent Information and Resources (October 2015). Getting Ready for When Your Teen
Reaches the Age of Majority: A Parents Guide. Retrieved from
www.parentcenterhub.org/repository/age-of-majority-parentguide.
55
ED's mission is to promote student achievement and preparation for global competitiveness by
fostering educational excellence and ensuring equal access.
www.ed.gov

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