Academic Accommodation for Students with Disabilities Policy

Policy Number: SS-3201-2013
Policy Title: Academic Accommodation for Students with Disabilities
Policy Owner: Dean of Students
Effective Date: December 2013

1. Purpose

Mohawk College recognizes that inclusive design is respectful of the dignity of persons with disabilities. The purpose of this policy is to inform and guide in the provision of reasonable academic accommodations for students with disabilities. Following the Ontario Human Rights Commission and the Accessibility for Ontarians with Disabilities (AODA) legislation, the College will support students with disabilities to meet the essential requirements of Mohawk’s courses and programs.

 

2. Application and Scope

This policy applies to academic accommodation planning for all Mohawk College students with disabilities, who self-disclose and register with Accessible Learning Services (ALS).  It supports faculty and staff to respond to these requirements within the overall framework of Mohawk College’s Accessibility (AODA) Policy GS-4300-2013.

 

3. Definitions

“Academic accommodations” are educational practices, systems and support services designed to accommodate functional challenges due to a disability.

“Disability” is determined by the Ontario Human Rights Code. It does not list all of the conditions that may be considered a disability, or ‘handicap’ as it may be called. However, the Ontario Human Rights Commission follows certain guidelines to help determine whether a condition is considered a disability under the Human Rights Code:

  1. Any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical coordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device;
  2. A condition of mental impairment or a developmental disability;
  3. A learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language;
  4. A mental disorder; or
  5. An injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997.

“Essential requirements” of a course / program may include, but are not limited to, the knowledge and skills which must be acquired and / or demonstrated in order for a student to successfully meet the learning objectives of a course / program.

“Reasonable accommodations” are accommodations which do not impose undue hardship on the College in the form of significant changes to the fundamental nature of the learning outcomes and / or academic standards of a program.

“Significant alteration” refers to any change to a course, program or employment requirement that modifies its fundamental nature to the extent that it becomes different in meaning and / or intent.

“Self-identification” occurs when a student identifies their disability or disabilities to Accessible Learning Services staff. Self-identification is confidential and the release of personal information is subject to Section 39(2) of the Freedom of Information and Protection of Privacy Act.

“Undue hardship” is defined by the Ontario Human Rights Code, as special or specified circumstances that partially or fully exempt a person / organization from performance of a legal obligation so as to avoid an unreasonable or disproportionate burden or obstacle. It is an obligation which is not in proportion to the reciprocal cost or benefit of the request. The OHRC prescribes three factors that are to be considered in assessing whether a requested accommodation would cause undue hardship. These are: cost; availability of outside sources of funding; and, health and safety requirements. There may be other factors that are relevant, including, but not limited to, the degree that an accommodation negatively impacts other students and staff. Concrete evidence is required to establish undue hardship.

“Universal Access Design / Inclusive Design” encompasses the principles of Universal Design (UD), Universal Instructional Design (UID) and Universal Design for Learning (UDL). UD involves designing products and spaces so that they can be used by the widest range of people possible. UID and UDL are processes that involve consideration for the potential needs of all learners when designing and delivering instruction as well as a means for identifying and eliminating unnecessary barriers to teaching and learning while maintaining academic rigour. This process is all-encompassing of the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference.

 

4. Principles

Dignity

Mohawk College will respect the dignity of students with disabilities, encourage the principles of universal access design in the teaching and learning environment, and take into consideration the Accessibility for Ontarians with Disabilities Act (2005) and the Ontario Human Rights Commission: Guidelines on accessible education (2009).

Individualization & Inclusion

Accommodation is a means of preventing and removing barriers that impede students with disabilities from participating fully in the educational environment in a way that is responsive to their own unique circumstances.

Confidentiality

Mohawk College will respect the privacy of all persons concerning self-disclosed information in accordance with the College’s guidelines on Access to Information and Protection of Privacy and Accessible Learning Services’ Confidentiality Agreement.

 

5. Accountability and Compliance

5.1 Accountability Framework

This policy has been approved by the Senior Management Team

5.2 Compliance

The Dean of Students, in conjunction with the Chief Human Resources officer, is responsible for monitoring the effectiveness of this Policy and associated procedures, and initiating review of the Policy on a 3 year cycle, or as determined by the legislation.

All members of the Mohawk Executive group and Senior Management team are responsible for fostering and championing an accessible environment.

All college employees have responsibility for ensuring the ongoing development of an accessible, open and supportive learning environment.

5.3 Noncompliance

Failure to comply with applicable legislation and accommodations may lead to legal ramifications; action may be taken by the Ontario Human Rights Tribunal when inconsistencies or failure to comply are reported.

 

6. Rules / Responsibilities

6.1 College

6.1.1 Students with disabilities must have equal access to all College programs and services. There must not be a limit placed on the proportion or number of students with disabilities admitted to College programs and/or courses, unless undue hardship to the College can be demonstrated as required by the Ontario Human Rights Commission Guidelines for Assessing Accommodation (2009).

6.1.2 In the admission and selection process, no greater onus of proof with respect to capability should be required from a student with a disability than is required of other students.

6.1.3 Assessment of students with disabilities for admissibility is to be based on present functional ability and cannot be influenced by expected future deterioration or employment possibilities.

6.1.4 Students with disabilities are to be provided assistance and accommodations on an individual basis.

6.1.5 Once accepted to a program, students with disabilities are deemed to be capable of fulfilling the essential requirements of the program, if provided with reasonable accommodations and services.

6.2 Students

6.2.1 When the use of inclusive design does not meet the needs of students with disabilities they may request consideration for academic accommodation in accordance with the Ontario Human Rights Code.

6.2.2 Students with disabilities who require accommodation shall, in a timely manner preferably before the start of the semester, self-identify and provide the appropriate medical and / or psychological documentation to the College’s Accessible Learning Services (ALS). ALS needs sufficient information to reasonably evaluate and respond to student requests for accommodation. For this reason, students are required to provide documentation noting the impact of their disability, their needs and restrictions.

6.2.3 Students are not required to present documentation of disability to College employees beyond ALS; however at times throughout the accommodation process a student may choose to disclose such information. All personal information disclosed to such employees shall be governed by the Mohawk College statement on Access to Information and Protection of Privacy.

6.2.4 Students will meet with their Accessible Learning Services Case Manager to prepare a Confidential Academic Accommodation Plan (CAAP) each academic year, which will verify that the student is receiving services and support from ALS, is entitled to accommodation, and outlines the proposed accommodations.

6.2.5 Students are advised to meet with their professors early in the term to discuss course design and accommodations they may need to ensure equal access to learning. Students are responsible for updating and providing their CAAP to each professor. The CAAP represents a partnership between ALS, the student and the professor. The accommodations outlined on the CAAP should be mutually agreed upon as ALS, students and their professors work together to implement the CAAP accommodations.

6.3 Accessible Learning Services (ALS)

6.3.1 ALS is responsible for facilitating services to students with disabilities in order to provide equal opportunity to access a program, and demonstrate abilities when meeting program requirements and specific learning outcomes.

6.3.2 ALS is responsible for the provision of services to students with disabilities, and in doing so, fulfills the obligations as described in the legislative initiatives to provide “fair and equal access”. The purpose of these services is two-fold:

To provide supports that improve the educational development of students with disabilities; and
To eliminate barriers to accessibility, both physical and academic, through consultation and professional development activities for professors and staff.

6.3.3 ALS will work in co-operation with a student and his or her professors to identify the essential requirements of courses, and to determine the most suitable method of accommodation that will allow the student the best possible opportunity to meet those requirements.

6.3.4 ALS, with the support of the Centre for Teaching and Learning, is responsible for providing professional development opportunities for College staff in support of education and awareness of students with disabilities in the teaching and learning environment.

6.4 Faculty

6.4.1 Faculty will support and follow the approved accommodations on the CAAP. The purpose of the CAAP is to enable students to meet the essential requirements of courses within their academic program. At no time will accommodation undermine or compromise the learning outcomes of a course or program. Significant alterations or modifications to programs or courses will not be requested or required, unless in a rare circumstance, an alternation or program modification may be made by approval from an Associate Dean. (See  6.4.3)

6.4.2 Reasonable academic accommodations are provided to students with disabilities in order to ensure equal opportunity and freedom from discrimination.

6.4.3 In exceptional circumstances, with the approval of the program or course Associate Dean, modifications or substitutions of courses may be made, as long as the learning outcomes are met.

6.4.4 In the event of a disagreement between the professor(s) and Accessible Learning Services regarding an accommodation noted on a CAAP, the accommodation in dispute must remain in place and in effect until the disagreement is resolved. If issues remain unresolved, the Associate Dean of the academic school and Director, Accessible Learning Services will consult with a view to arriving at a final resolution. Should agreement not be reached, the issue will be moved to the Academic Dean and Dean of Students to approach resolution. The final decision resides with the Dean of Students in consultation with Vice President, Legal Counsel as required.

 

7. Policy Revision Date

Three year review cycle or as required under the legislation – Next revision: Fall 2016

 

8. Attachments

 

9. Specific Links

  • GS-4300-2013 Accessibility (AODA) Policy
  • The Accessibility for Ontarians with Disabilities Act, 2005 (AODA)
  • The Accessibility for Ontarians with Disabilities Act – Customer Service Standards
  • The Canadian Charter of Rights and Freedoms
  • Freedom of Information and Protection of Privacy Act
  • The Ontario Human Rights Code
  • The Ontario Human Rights Commission: Guidelines on accessible education (2009) Orientation for Success: A Resource Guide for College Representatives of the College Committee on Disability Issue
  • Confidential Academic Accommodation Plan (CAAP) Student Guidelines
  • Confidential Intake Form
  • Faculty Accommodation Guide
  • Guide to Disability Documentation
  • Medical Documentation Form
  • Online Test and Exam Booking Tutorial
  • Placement Support Form Guide

For specific information regarding the academic accommodation registration procedures, please visit the Accessible Learning Services webpage.

 

Appendix A - Procedures for Policy Implementation

1. Purpose

Mohawk College is dedicated to the Ontario Human Rights Commission’s position that “the duty to accommodate requires that the most appropriate accommodation be determined and then undertaken, short of undue hardship. The most appropriate accommodation is one that most respects the dignity of the student with a disability, meets individual needs, best promotes inclusion and full participation, and maximizes confidentiality.”
Mohawk’s aim of accommodation is the inclusion and full participation of students with disabilities in educational life and will therefore make every effort to prevent or remove barriers so that students with disabilities are provided with equal opportunities to access and benefit from the College and face the same duties and requirements as everyone else, with dignity and without impediment.

2. Scope

The services and accommodations provided in accordance with this procedure appertain to students. The procedure relates to accommodations, and will be considered appropriate if it will result in equal opportunity to attain the same level of performance, or to enjoy the same level of benefits and privileges enjoyed by others, or if it is proposed or adopted for the purpose of achieving equal opportunity, and meets the student’s disability-related needs.

3. Definitions

“Academic accommodations” are educational practices, systems and support services designed to accommodate functional challenges due to a disability.

“Disability” is determined by the Ontario Human Rights Code. It does not list all of the conditions that may be considered a disability, or ‘handicap’ as it may be called. However, the Ontario Human Rights Commission follows certain guidelines to help determine whether a condition is considered a disability under the Human Rights Code:

  1. Any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical coordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device;
  2. A condition of mental impairment or a developmental disability;
  3. A learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language;
  4. A mental disorder; or
  5. An injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997.

“Reasonable accommodations” are accommodations which do not impose undue hardship on the College in the form of significant changes to the fundamental nature of the learning outcomes and / or academic standards of a program.

“Undue hardship” is defined by the Ontario Human Rights Code, as special or specified circumstances that partially or fully exempt a person / organization from performance of a legal obligation so as to avoid an unreasonable or disproportionate burden or obstacle. It is an obligation which is not in proportion to the reciprocal cost or benefit of the request. The OHRC prescribes three factors that are to be considered in assessing whether a requested accommodation would cause undue hardship. These are: cost; availability of outside sources of funding; and, health and safety requirements. There may be other factors that are relevant, including, but not limited to, the degree that an accommodation negatively impacts other students and staff. Concrete evidence is required to establish undue hardship.

4. Responsibility

Consideration for the individual will prevail. Staff will take all necessary steps, short of undue hardship, to ensure that any barriers to accessibility are removed.

It is recognized that there is a duty on the student to provide relevant and recent psychological, educational or medical documentation that substantiates his/her disability (See Documentation Guidelines and Medical Documentation Form). Through the documentation, it should be evident that academic accommodations are required to support the learning experience for the student.

Mohawk is concerned with protecting the privacy and confidentiality of students with disabilities. At the same time, Mohawk College requires sufficient information to reasonably evaluate and respond to a student’s request for accommodation. For this reason, students are required to provide information confirming their disability. At times the accommodation process may require that the student disclose such information to staff beyond the Accessible Learning Services office, on the basis that others at the College require this information in order that necessary accommodations can be effectively provided. All personal information disclosed to such staff shall be governed by the Mohawk College Access to Information and Protection of Privacy guidelines.

5. Protocol

5.1 To ensure a successful learning environment for students with disabilities, the College will provide a range of accommodations that includes, but are not limited to the following:

Alternative testing accommodations including, but not limited to extra test time; testing in a separate room; access to a computer; adaptive technology and alternative format.

Classroom accommodations including, but not limited to digital recording of lectures; access to lecture materials; class breaks; preferential seating; lifting restrictions; access to a Learning Strategist; use of an Educational Assistant, Interpreter, Computerized Note Taker or Peer Note Taker.

Supports for students with disabilities in programs where field, clinical or work placements are a component.

5.2 To respond to the varying needs of students with disabilities and to facilitate integration into the Mohawk College environment, Accessible Learning Services (ALS) has identified the following essential steps. The student must:

Identify to ALS that he/she has a disability. Identification can be accomplished through self-referral, or referral from the community or a College staff member.

Provide documentation or be in the process of providing documentation to support the need for accommodation of a disability, including documentation received from school boards or a regulated health care practitioner. The documentation should confirm that the student has a disability and should clearly outline the impact of the disability in an academic setting.

Work collaboratively with an Accessible Learning Services Case Manager to develop a current Confidential Academic Accommodation Plan (CAAP).

Distribute the CAAP and make arrangements for appropriate accommodations (e.g., booking alternative test / examination procedures, arranging for alternative formats of texts and learning materials, etc.)

5.3 Confidential Academic Accommodation Plan (CAAP)

5.3.1 The CAAP serves as the reference for the provision of the accommodations to be provided to the student in the academic learning environment. It is updated every academic year by the ALS Case Manager in collaboration with the student, or more frequently if the student’s learning needs change during the semesters. The CAAP will:

Outline recommendations under some or all of the categories identified in 5.2 above;

Identify the student’s responsibilities regarding distribution of the CAAP, and his/her responsibilities associated with test and exam arrangements, and the use of recommended accommodations (i.e., memory aids / formula sheets, digital recordings);

Outline faculty responsibilities regarding test and exams, academic accommodations, and the use of and disposal of the CAAP at the end of the semester, including the requirement for confidentiality.

5.3.2 Copies of the CAAP will be e-mailed through MoCoMotion directly to the student and Program Coordinator and / or Clinical Field Placement Coordinator (as appropriate). The same process applies for classroom-based training, blended learning or through distance learning delivered by either the day program or the Continuing Education division.

5.3.3 For Distance Education courses, the Ontario Learn Coordinator is responsible for sending the CAAP to the respective academic locations where the students will be accommodated for testing purposes.

5.3.4 The student receives a copy via e-mail / MoCoMotion and is responsible for e-mailing the CAAP to the faculty involved in his / her classes that semester. He / she is encouraged to discuss the academic accommodations directly with faculty and to support a process of respectful communication regarding his / her accommodations.

5.3.5 In cases where additional intervention is required, the Case Manager will make every effort to contact the Associate Dean, Program Coordinator and / or Clinical Field Placement Coordinator or Program Manager and relevant faculty directly, prior to class or course start up to discuss the recommendations outlined in the CAAP.

5.4 Alternative Test / Examination Procedures

The “Alternative Test / Examination Procedures” requirements must be attached to all CAAPs. Specific procedures are in place for each campus and are available online. If this document is missing from the CAAP, the faculty member should contact the ALS Case Manager well in advance of any test or examination to discuss his / her responsibilities associated with this testing accommodation.  

5.5 Pre-Admission Testing

When consulted about offering and / or arranging pre-admission testing (i.e., Mature Applicant Testing, Health Occupation Aptitude Examination), Admissions staff should ask whether the applicant requires testing accommodation as the result of a disability. If the applicant discloses the presence of a disability or indicates that he / she suspects a disability and / or has received testing accommodations previously, admissions staff should refer the applicant to Accessible Learning Services to arrange an appointment with an ALS Case Manager. Assessment staff should not request information about the nature of the disability or the nature of any previous testing accommodation. If the ALS Case Manager determines that testing accommodations are required, he / she will apply the standard ALS procedures.

5.6 Assessments for Success

Assessments for Success staff are responsible for referring students who require testing accommodations to Accessible Learning Services. Following review of the students’ accommodation needs, the ALS Case Managers will provide students with a referral appropriate to the type of accommodation required. The Assessment for Success will be handled either by the Assessment for Success office or the Alternative Testing Centre, as appropriate.

5.7 Transition to Placement

Accessible Learning Services provides a range of supports to assist students with disabilities to make an appropriate transition to placement and to effectively use strategies to support learning in these settings. These services may include working with the Case Manager, Learning Strategist, Program Faculty, Placement Coordinator and / or the Placement Liaison and site representative as appropriate. ALS, the Academic School and the student will work in partnership with field, clinical or work placement staff to ensure ongoing monitoring and support during the field, clinical, or work placement.

6. Related Documents

  • Accessibility (AODA) Policy
  • Alternative Test / Examination Procedure
  • Alternative Format Procedure and Stream
  • CAAP Student Guidelines
  • Documentation Guidelines
  • Faculty Accommodation Guide
  • Guide to Disability Documentation
  • Medical Documentation Form
  • Mohawk College Access to Information and Protection of Privacy guidelines
  • Online Test and Exam Booking Tutorial
  • Parent & Caregiver Accommodation Guide
  • Placement Support for Students with Disabilities
  • Placement Support Form Guide
  • Process for Students Requiring Transportation Accommodations: Utilizing the College Shuttle Service
  • Sample Confidential Academic Accommodation Plan (CAAP)

7. Resources

  • Accessibility for Ontarians with Disabilities Act, 2005 (AODA)
  • Canadian Charter of Rights and Freedoms (1982)
  • Guide to Accessibility Standards for Customer Service (2007)
  • Integrated Accessibility Standard (2011)
  • Ontario Human Rights Code (2009)
  • The Ontario Human Rights Commission: Guidelines on accessible education (2009)

 

Appendix B - Alternate Format Procedure

1. Purpose

In accordance with the Accessible Customer Service Standard, a regulation under the Accessibility for Ontarians with Disabilities Act, 2005, Mohawk College is required to provide information, services and education in an equitable and accessible manner.
Mohawk is committed to providing information, resources and communications in formats that are accessible to all students, staff, faculty and the general public. It is the policy of the institution to ensure equitable access to information and to provide, in a timely manner upon request, any text, document or multimedia resource to which an individual would normally have access in an alternate format.

2. Scope

The services provided in accordance with this procedure appertain to students, employees and the general public. The procedure relates to the design, creation, adoption and procurement of all educational materials and resources for the delivery of curricula. It applies also to all information being disseminated by the institution.

3. Definitions

“Alternate format” refers to the transcription or conversion of information in one format into another in order to make the content accessible, the most common conversion being the creation of electronic versions of print material. (Other examples of alternate formats include print to Braille or audio, large print, and transcription of video material.)

“Instructional materials” covered by this policy would include, but is not limited to, resources such as: course textbooks / e-books, course packs, course outlines / syllabi, class handouts, lists of required and recommended readings, assignment information, grading rubrics, tests or exam materials, audiovisual / multimedia materials, online course content and resources, and e-learning platform tools.

“Verified print disability” occurs when a student has their need for alternate format accommodation verified through the Accessible Learning Services. Eligibility for alternate format service is determined by the student’s ALS Case Manager upon review of professional disability documentation provided by the student.

4. Responsibility

In compliance with AODA legislation, staff and faculty are responsible for implementing the service standards designed to ensure that information is presented in an accessible way and that alternate formats are made available upon request. Mohawk College has a responsibility to ensure that accessibility policies and procedures are in place, that staff and faculty members receive appropriate training, and that commensurate resources are in place to enable the organization to follow through on this commitment.

5. Protocol

5.1 General

5.1.1 Information made available by Mohawk College through the web must be in compliance with prescribed web accessibility standards.

5.1.2 Upon request and within reason, those unable to access information posted on the institution’s websites, whether students, employees or members of the general public, will be provided with the specified information in a format that meets their accessibility needs.

5.1.3 Mohawk shall ensure that adaptive technology is available as required at all campuses, enabling students with print disabilities to access course material for study and for disability related testing purposes.

5.1.4 Provision of materials in alternate format must be in compliance with copyright legislation and such materials are intended only for the use of the person who requires and has requested them. Further reproduction, distribution or sale is an infringement of copyright.

5.2 Academic Areas

5.2.1 Instructional materials produced and distributed for teaching purposes will be created in an accessible, electronic format and provided, in a timely manner upon request, to students with verified print disabilities, and audiovisual materials created and presented for instructional purposes, whether in-class or online, must be captioned.

5.2.2 Departments and instructors are responsible for ensuring that third-party-created content or audiovisual materials used for instructional purposes are available in an accessible format in accordance with copyright regulations.

5.2.3 Reasonable effort should be made by instructors to select/order required course texts as prescribed by recognized deadline dates to allow sufficient time for students with print disabilities to acquire texts for conversion to alternate format.

5.2.4 Online course materials mounted on the institution’s Learning Management System (LMS) must be in an accessible format or be provided with an alternate format option.

5.3 Library

5.3.1 Students requiring electronic format of portions of books or journals held by the Library can request that materials be scanned and converted. Upon request, the Library will also provide in captioned format commercial DVD or video holdings that are required course materials.

5.3.2 In converting library holdings to accessible formats, priority will be given to those materials that are specifically designated as required or recommended course resources. Other resources (i.e., materials that a student has selected independently for the purpose of writing an essay or completing an assignment), will be converted to accessible format as resources permit.

5.3.3 Multimedia/video resources purchased and made accessible through the Library must be captioned or captionable, and in acquisitions of books, journals/periodicals, etc., preference will be given to purchasing resources available in an e-text format.

5.3.4 The library will only produce alternate / accessible format materials in cases where materials are not already available in an accessible format.

6. Related Documents

  • Accessibility for Ontarians with Disabilities Act, 2005 (AODA)
  • Guide to Accessibility Standards for Customer Service (2007)
  • Integrated Accessibility Standard (2011)
  • Copyright Act of Canada (1997) amendments pending
  • Ontario Human Rights Code (2009)
  • Canadian Charter of Rights and Freedoms (1982)

7. Resources

  • Accessibility (AODA) Policy
  • Alternative Format Procedure and Stream

 

Attachment 1 - Alternative Format Process and Stream

Materials in alternative format can include, but are not limited to: PDF, Word, Kurzweil, MP3, enlarged text or Braille.  The ALS Technician checks alternative format for quality and errors; however perfect reproductions cannot be guaranteed.  

In order to access this service in a timely manner, students need to meet with their Accessible Learning Services (ALS) Case Manager (CM) or Learning Strategist (LS) as soon as they are able.  

Because it can take up to 6-8 weeks for alternative format materials to be prepared, students are encouraged to scan their own learning resources (when possible).  

Alternative Format Streams

Stream 1

  • Students who are blind, low vision or partially sighted and use Braille, a screen reader (JAWS), large print or Zoomtext
    • These students require their alternative format material in Word format
  • Students who use text-to-speech software regularly, are unable to independently access textbook information without alternative format and have accessed alternative format in a previous semester
  • Students with a physical disability who are unable to access their books independently
  • *Note: Stream 1 students will have alternative format materials created on a first come, first served basis.
Process
Step 1

The CM or LS, for students who have been referred, will discuss alternative format and provide the student with a “Request for Alternative Format” form.

The CM or LS will advise student:

  • They will be required to submit proof of purchase with the completed “Request for Alternative Format” form.
  • If the Technician needs to purchase a copy of the textbook, remove the binding and scan the book, the rebound book must be exchanged for the student’s copy of the textbook
Step 2

The student completes the “Request for Alternative Format” form electronically with or without the aid of a CM or LS.

Step 3

The “Request for Alternative Format” form is reviewed by a CM or LS to ensure it has been completed correctly.  

The “Request for Alternative Format” form is submitted to the Technician.   

  • The CM or LS will email the completed electronic form to the ALS Technician. This communication from the CM or LS will serve as their consent that the information on the form is correct and that the form is valid.
  • The student is to bring proof of purchase to the ALS Technician.
Step 4

The ALS Technician will:

  • Process the “Request for Alternative Format” form, by stream, and attach a copy of the student’s proof of purchase.
  • Order from external sources, or reproduce the required materials as needed.
  • Contact the student by email or phone to pick up their alternative format.
Step 5

The student will pick up their alternative format as soon as they are able.

Step 6

The ALS Technician will:

  • Note on the “Request for Alternative Format” form the date and list materials that were picked up.
  • Keep a copy of the “Request for Alternative Format” form and proof of purchase until the end of the academic year.
  • Provide statistics as required.
Additional Notes for this Priority

Students must advise their Case Manager when adding or dropping classes.

Students who require orientation mobility training (O&M Training) should ensure that the training includes room A124.

Students should submit their requests for alternative format as early as possible prior to the next semester.


Stream 2

  • Students who have received adaptive technology training for college and are accessing alternative format for the first time
  • Students who have been assessed by the Learning Strategist as needing MP3 format to meet the student’s learning needs
Process

After the Learning Strategist Referral Process has been completed the LS will:

Steam 1
  • Assess student for AT
  • Teach student the appropriate AT (when applicable)
    • Students will be required to scan their own materials during the training process (not access alternative format services)
Step 2

The LS will discuss alternative format and provide the student with a “Request for Alternative Format” form.

The LS will advise student:

  • They will be required to submit proof of purchase with the completed “Request for Alternative Format” form
  • If the Technician needs to purchase a copy of the textbook, remove the binding and scan the book, the rebound book must be exchanged for the student’s copy of the textbook
Step 3

The student completes the “Request for Alternative Format” form electronically with or without the aid of the LS.

Step 4

The “Request for Alternative Format” form is reviewed by the LS to ensure it has been completed correctly.

The “Request for Alternative Format” form can be submitted to the Technician.

  • The LS will email the completed electronic form to the ALS Technician. This communication from the LS will serve as their consent that the information on the form is correct and that the form is valid.
  • The student is to bring proof of purchase to the ALS Technician.
Step 5

The ALS Technician will:

  • Process the “Request for Alternative Format” form, by stream, and attach a copy of the student’s proof of purchase.
  • Order from external sources, or reproduce the required materials as needed.
  • Contact the student by email or phone to pick up their alternative format.
Step 6

The student will pick up their alternative format as soon as they are able.

Step 7

The Learning Strategist will follow the AT Recommendation process and complete the AT Recommendation form on Clockwork to identify students who have completed their training and are accessing alternative format (along with other Learning Strategist recommendations).

Step 8

The ALS Technician will:

  • Note on the “Request for Alternative Format” form the date and list materials that were picked up
  • Keep a copy of the “Request for Alternative Format” form and proof of purchase until the end of the academic year
  • Provide statistics as required
Step 9

Students must advise their Case Manager when adding or dropping classes.

Priority 2 students will become priority 1 students for subsequent semesters and can access alternative format services through their LS or CM.  Students should submit their requests for alternative format as early as possible prior to the next semester.


Stream 3

  • Students who would benefit from alternative format, but are still able to access textbook materials
  • Students who require textbooks in alternative format due to a physical injury or disability, without AT training for college and who will not be referred to an LS
  • Students who require textbooks in MP3 format and because they will not be learning adaptive technology at this time, or a referral to a Learning Strategist would not be appropriate
Process
Step 1

The CM will discuss alternative format and provide the student with a “Request for Alternative Format” form as needed.

The CM will advise student:

  • They will be required to submit proof of purchase with the completed “Request for Alternative Format” form
  • If the Technician needs to purchase a copy of the textbook, remove the binding and scan the book, the rebound book must be exchanged for the student’s copy of the textbook
Step 2

The student completes the “Request for Alternative Format” form electronically with or without the aid of a CM or LS.

Step 3

The “Request for Alternative Format” form is reviewed and initialed by a CM to ensure it has been completed correctly.  

The “Request for Alternative Format” form is submitted to the Technician.   

  • The CM or LS will email the completed electronic form to the ALS Technician. This communication from the CM or LS will serve as their consent that the information on the form is correct and that the form is valid.
  • The student is to bring proof of purchase to the ALS Technician.
Step 4

The ALS Technician will:

  • Process the “Request for Alternative Format” form, by stream, and attach a copy of the student’s proof of purchase.
  • Order from external sources, or reproduce the required materials as needed.
  • Contact the student by email or phone to pick up their alternative format.
Step 5

The student will pick up their alternative format as soon as they are able.

Step 6

The ALS Technician will:

  • Note on the “Request for Alternative Format” form the date and list materials that were picked up.
  • Keep a copy of the “Request for Alternative Format” form and proof of purchase until the end of the academic year.
  • Provide statistics as required.
Additional Notes for this Priority

Students must advise their Case Manager when adding or dropping classes.