Eligibility for disability-related academic accommodations is determined using an individualized approach in adherence with the Ontario Human Rights Code. Accessible Learning Services (ALS) uses a collaborative approach, which involves a discussion between the learner and Accessibility Consultant during an initial appointment to determine what accommodations are appropriate.
Due to the unique and individualized nature of accommodation planning, Accessible Learning Services cannot guarantee beforehand what accommodations may be recommended until you meet with an Accessibility Consultant. While not exhaustive, depending on the functional limitations, some of the accommodations below may be recommended.
Extra (Additional) Time for Timed Assessments (e.g., tests and exams)
Learners may require additional time to complete tests and exams due to processing difficulties, chronic conditions, or physical barriers related to the mechanics of writing. The amount of additional time a learner receives e.g., Time and half (1.5x) is determined by disability documentation and individual learning needs.
Supervised Breaks
For various reasons, a learner may require support to interrupt a timed assessment to eat or drink (e.g., diabetes), or mental health symptoms that require a refocus during a short break from the test/exam. Learners are supervised by Testing Services staff and are not permitted to leave the vicinity of the Test Centre. Learners needing to use the washroom are accompanied by Testing Services staff. The time a learner is permitted for a break is factored into the additional time they have been allotted for the test/exam. In other words, if the learner gets time and a half for the test, they are not given an additional 15 minutes on top of that to take a break.
Classroom Support Worker
The Classroom Support Worker (CSW) provides person-centered in-class support to assigned learners with disabilit(ies) in order to assist learners in meeting their individual learning goals. The CSW works with learners on a contract basis (usually by semester) providing services including social support, learning environment orientation, facilitation within the learning environment and systems navigation support. The CSW must maintain respect and confidentiality of the assigned learner and ensure that they do not influence, make decisions, or complete work/academic assignments on behalf of the learner.
Assistive Technology
There are a wide variety of adaptive technologies that address specific disability-related barriers. Text-to-Speech software, for example Read & Write, converts electronic text into spoken voice. This software assists with concentration and reading comprehension. Often used by learners who have specific learning disabilities related to language-based skills such as decoding, and/or are auditory learners.
Provision of Learning Materials in Accessible Formats
Alternate/accessible formats allow learners to use specific assistive technology to access information in a manner that minimizes or eliminates barriers. This can include learners who are visually impaired, have a learning or other cognitive disability(ies), unable to physically hold publications or turn pages or are deaf or deafened.
Note Taking Support, including Audio Recording
Student Learning Services manages note-taking services. The service provides the creation of a script transcribing notes of a lecture by professional note takers. Learners audio record classes using a cell phone, tablet, digital recorder, laptop, or other device and upload the audio files to their secure account with the service provider. The service creates notes within 72 hours and makes them available on the learners’ secure account for download.
Sign Language Interpreter (provided by Accessible Learning Services)
A sign language interpreter is someone who helps Deaf or deafened learners understand a spoken language by converting it into sign language. Interpreters are needed in both one-on-one situations as well as group settings. Note that an interpreter is not an appropriate resource for learners who are Deaf or deafened if they are not fluent in sign language.
Reduced Course Load
A reduced course load can support learners better balance their academic responsibilities and disability-related needs. Taking fewer courses in a given semester allows a learner to focus on and better manage their coursework. Following an assessment with an Accessibility Consultant, learners may explore if a reduced course load is suitable for their program. Program Coordinators and Academic Advisors can offer guidance on academic pathways and other related information. A learner's Accessibility Consultant, Program Coordinator and/or Academic Advisor each has a role in the provision of this accommodation.
Placement/Clinical Accommodations
Some learners with disability(ies) may need accommodations during placement or clinical participation. Placement/clinical accommodations are determined in collaboration with the learner, Accessibility Consultant, faculty and placement host. Essential learning requirements or outcomes in the placement/clinical setting are paramount in determining appropriate accommodations. For example, a learner with a disability(ies) that restricts the amount of weight they can carry may need accommodations to meet the expectations of transferring a patient in the clinical setting.
For more information on the rationale or purpose for specific accommodations, please refer to the Glossary of Academic Accommodations linked here. The glossary is indexed to support directing you to the information you need quickly.