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Guidelines for Accommodations for Students with Disabilities

The following guidelines are to be read in conjunction with the Accommodations for Students with Disabilities Policy and are provided to assist students, Instructors and staff in understanding, considering, developing and implementing Accommodation requests in accordance with the definition of Accommodation in the policy on Accommodations for Students with Disabilities. Accommodations must be addressed with dignity and on an individual basis. See Examples of Accommodations for Students with Disabilities.

Academic

1. Instructors and staff should be alert to any course or program components which may seem non-discriminatory in nature but in practice may impede a student's ability to fulfill course/program requirements (e.g., ensure that in the case of a student with a physical disability, any field trip or work placement is to an accessible location. Otherwise, work with the student for a possible substitution).

2. Where recording devices are normally prohibited the rule could be waived for certain students (e.g., students with a Disability that severely restricts their capacity to take written lecture notes). The Instructor may request that the student obtain written permission from him/her prior to recording as part of the agreement for the Accommodation. If requested by the Instructor all recordings must be returned to the Instructor by the student after the learning activities for which they are obtained is completed.

3. Students with disabilities must observe all conditions that are attached to the provision of Accommodation. For example, if permission is given to a student to recorda lecture, or if lecture notes and/or overheads are made available in print or electronic form for the purpose of photocopying, enlargingor utilizing with adaptivetechnology, the materials can only be used by the student for the designated purpose.

4. Evaluation procedures should be appropriate and fair to students with disabilities. Evaluation procedures should examine each student's knowledge, skills, and/or ability in reference to the course and/or program content. For example:

  • A student with a visual Disability or significant reading Disability may need to have questions read aloud to him/her by the invigilator.
  • A student with a visual Disability might give oral rather than written responses to test questions.
  • A student with a motor Disability might type answers rather than writing by hand.

Some students might opt to use adaptive technology devices to demonstrate their acquisition of the requisite knowledge or skills (e.g., screen-reading, large-print or speech-to-text software).

5. There may be occasions when the specific Disability is directly in the area of ability required for the course and/or program and where Accommodation in the evaluation procedure may not be possible, despite a review of possible options by the student and the Instructor.

6. Some laboratory work involves the acquisition of physical skills. For example, a student with a visual or motor Disability might not be able to complete a chemical titration which requires co-ordination of colour changes through physical control of the apparatus. The student and the Instructor should work together to determine if it is possible to accommodate the student in such a way as to demonstrate acquisition of requisite knowledge or skills. See Section 4.2 of the Accommodations for Students with Disabilities policy.

7. In some situations speed of responses or performances is considered to be an essential part of the skill to be acquired. When extra time to complete an evaluation procedure is considered to be in conflict with fair and accurate assessment of requisite knowledge or skill, the Instructor should suggest alternative methods of evaluation that might be more appropriate or feasible. See Section 4.2 of the Accommodations for Students with Disabilities policy.

8. Accommodating access to an academic program at the University is not related to or predictive of future Accommodation by professional licensing/registration bodies and/or future employers.

Non-Academic

1. University personnel should be alert to any University-sponsored event or activity which may seem non-discriminatory in nature but in practice may impede a student's ability to participate.

2. Where an event or activity is being scheduled ensure that the location is accessible.

3. For Non-academic Accommodations, contact the applicable campus coordinating centre.

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