Accommodation Guides

Accommodations for Online Learning
Accommodation How To Guides for Students, Professors/Instructors
Information Guides for Students
Information Guides for Professors/Instructors
Information Guides for Parents, Caregivers, and Community

 

Accommodations for Online Learning

Testing Accommodations

The online booking portal is currently unavailable. If you require testing accommodations for any upcoming tests, please communicate this information to your instructor at least 7 days in advance. You can then confirm with your instructor that your extra time (as stated on your Accommodation Letter) has been added to any upcoming tests. If you require testing accommodations for an in-class test, please email the Testing Centre at your campus for booking information:

Fennell - alternativetesting.fennell [at] mohawkcollege.ca
IAHS - disabilitytesting.iahs [at] mohawkcollege.ca
Stoney Creek - alternativetesting.stoneycreek [at] mohawkcollege.ca

If you require assistance or support with assistive technology, please email: als [at] mohawkcollege.ca

Extra Time
Prior to each test, confirm with your instructor that your extra time, as stated on your Accommodation Letter, has been added to your online test.

Clarification
Ask your instructor for the best method of contact if you require clarification throughout your test. (eg. email, phone).

Medical Breaks
If you require medical breaks throughout your test, as stated on your Accommodation Letter, notify your instructor and request your test duration or format account for these breaks.

Memory Aids, Formula Sheet
Similar to an in-person test, provide your instructor with your memory aid or formula sheet at least 3 days in advance for approval.

Additional Resources (e.g. calculator, scrap paper, music, etc.)
Notify your instructor of any resources you are planning on using during your test as indicated on your Accommodation Letter if it is not permitted for all students during tests.

Reader or Scribe
If you require a reader or scribe, please connect with Accessible Learning Services for Assistive Technology options that may work for you.

Assistive Technology (Kurzweil, Dragon, Read and Write, Large Print, etc.)
Contact Accessible Learning Services (als [at] mohawkcollege.ca) for support with your Assistive Technology.

Online Course Accommodations

You can use your Accommodation Letter for online courses just as you would for in-class courses. Be sure that your professor has a current copy of your Accommodation Letter. If you need help sending your Accommodation Letter, please email als [at] mohawkcollege.ca.

Alternative Format Materials for Online Courses
If you require an alternate format for your online courses (e.g., Captioning of videos, conversion of online documents to accessible formats for use with Assistive Technology), contact greg.gagnon [at] mohawkcollege.ca (Greg Gagnon).

Notetaking Support for Online Courses
If you require notetaking support for online courses, email als [at] mohawkcollege.ca.

Extensions on Assignments Accommodation
If you need to use the extensions on assignment accommodation for an online assignment, please follow the procedures explained in the extensions on assignment guide located on our accommodations guides webpage.

Assistive Technology for Online Courses
If you require Assistive Technology such as text-to-speech, speech-to-text software, and including laptop loans, email als [at] mohawkcollege.ca.

Learning Skills Advising and Assistive Technology Appointments
For appointments with a Learning Skills Advisor, email als [at] mohawkcollege.ca or phone 905-575-2211.

Accessibility Counsellor Appointments
To discuss online course accommodations and your Accommodation Letter, email als [at] mohawkcollege.ca or phone 905-575-2211.

Bursary for Students with Disabilities
If you have questions about your Bursary for Students with Disabilities, email als [at] mohawkcollege.ca or bswd [at] mohawkcollege.ca.

 

Accommodation How To Guides for Students, Professors/Instructors

Alternative Workspace and Isolation Workspace Accommodation Guide

Students with the alternative or isolation workspace accommodation require a workspace that reduces noise and visual distractions to the greatest extent possible when writing accommodated tests in the Mohawk Testing Centre. The need for an alternative or isolation workspace within the Mohawk Testing Centre will be noted on the student’s Accommodation Letter under Testing Accommodations. n

Alternative Workspace within the Mohawk Testing Centre

For students requiring an alternative workspace within the Mohawk Testing Centre, the centre offers several options to meet the student’s accommodation need which may include a study carrel or partitioned workspace. The type of alternative workspace provided is based on availability at the time the student is testing.

Isolation Workspace

For students requiring an isolated workspace, the Mohawk Testing Centre offers several options which include an isolation room or a closed door cubicle. The type of isolation room provided is based on availability of isolated workspace at the time a student is testing. Isolation workspaces are monitored by testing centre staff.

Need more information?

Contact Accessible Learning Services front desk a 905-575-2211, email als [at] mohawkcollege.ca, or drop in to the Accessible Learning Services Office at your campus.

Assignment Extension Accommodation Guide

The assignment extension accommodation is used to accommodate the episodic nature of a student’s disability. Students with disabilities where symptoms are not consistent, may temporarily become unable to complete assignments by the assigned due dates, as the exacerbation of symptoms can occur unexpectedly.

Due to the episodic nature of symptoms, a reduced course load or support with time management may not eliminate the need for extensions. As such:

  • The assignment extension accommodation is included in the Accommodation Letter
  • Student provided with this accommodation should not be penalized for requested extensions

 

The assignment extension accommodation is not meant to be used for extended absences or with every assignment in a course. Students who have been absent for an extended period of time, and therefore will be unable to meet course objectives, will require support to explore alternative options. In these situations, students should connect with their faculty and Accessible Learning Services.

Additional Support

Students and faculty can connect with Accessible Learning Services to discuss this accommodation.

Extension Accommodation Procedure

  1. The student provides Accessible Learning Services with documentation from a regulated health care professional supporting the need for assignment extensions.
  2. Accessible Learning Services develops the Accommodation Letter to include the assignment extension accommodation and reviews this procedure with the student.
  3. In the event of an exacerbation of symptoms, student will request an assignment extension from his/her professor.
  • Requests should be made by email in advance of the due date. The email should include a plan to complete the work and the anticipated submission date (within the week extension). While students are not required to inform faculty of the specific nature of their disability, they should advise their faculty that they are experiencing exacerbation of symptoms, when making their request.

 

Email example:

Hello (insert professors name),

My name is (insert name and student number). I am in your (insert course name).

I am a student receiving accommodations from Accessible Learning Services. My Accommodation Letter includes extension on assignments as an accommodation.

I am currently experiencing an exacerbation of symptoms related to my disability. These symptoms are interfering with my ability to submit (insert assignment title and due date) by the due date.

My plan is to complete and submit this assignment by (insert date and time), which is within one week time frame offered by this accommodation. If you would like to discuss this further, please let me know.

Thank-you,

(Insert name and student number)

  1. Faculty will accept the request for assignment extension in good faith and agree upon a revised due date.

Appropriate Use

Given the diversity of assignments it is difficult to quantify the extensions that may be requested. Typically, an extension of one week for an assignment is a reasonable level of accommodation. If further and/or multiple extensions are required, the student faculty should contact Accessible Learning Services.

It is expected that student will use this accommodation only when unable to complete assignments due to an exacerbation of symptoms.

Requests for extensions should be made in advance of an assignment due date. In extraordinary circumstances (e.g. hospitalization), when the student is unable to request an extension in advance, the request should be dealt with on a case by case basis.

Strategies for Students

Students are encouraged to consult with their regulated health care professional to develop strategies for managing episodic nature of their disability.

Students with the assignment extension accommodation may wish to apply the following academic strategies.

  • Review learning plans to determine what the workload and course demands are. (Learning plans can be found on eLearn. If specific due dates for assignments are not included, students should connect with their faculty.) Once due dates and assignment details are given, students should develop a plan to complete each assignment well in advance of the due date.
  • Seek clarification on assignment details as early as possible.
  • Well before the due date, break assignments in smaller sections and work on them often. (In the event an assignment extension is needed a portion of the assignment will already be completed.)
  • Submit completed assignments early, where possible.
  • As soon as the student is aware an assignment is going to be late, the student can offer to submit what has been completed so far. (This will demonstrate progress and the assignment extension may only be for the portions of the assignment that have not yet been completed.

 

If an assignment extension is still required, students should develop a plant to complete the assignment and include this plan when making a formal request to their professor.

Group Assignments/Projects and the Extensions on Assignments Accommodation:

  • Students with the Extensions on Assignments accommodation should discuss the potential need for any extension proactively with the course professor/instructor to determine how requesting an extension, if required, may impact a group assignment or project.
  • When a student requests an extension on a group assignment or project, professors can request that students submit the work they have completed up to the date of the extension request. This is to ensure that students remain on track with group assignments or projects and receive the feedback they may need to continue to complete the assignment.
  • Certain group assignments and projects may be arranged in a way that requires all group members to be present to perform a time-sensitive learning task that is difficult to replicate (e.g., studio and media courses, group performances). Thus, there may not be an opportunity for one group member to request an extension. When extensions for an entire group are not possible, professors/ instructors should consult with the student and the student’s Accessibility Counsellor to determine what options, if any, may be available.

 

Teaching Strategies

Faculty may wish to consider the use of the following teaching strategies to support students in meeting assignment due dates:

  • Offer assignment completion reminders, in class or on eLearn.
  • For larger assignments, suggest targets for progress. These targets can be included on the course learning plan, indicated in eLearn or on the assignment outline. (For example, if students have four weeks to complete an assignment suggest they have a rough outline done by week one, their research completed by week two, a draft completed by week three and by week four a final draft to check against the assignment rubric.
  • Offer Interim Due Dates that break assignments into smaller portions and request students submit. While grades do not need to be offered, feedback on each portion regarding how the student is progressing is very valuable. For more information on Interim Due Dates, visit the UDL website at: https://www.mohawkcollege.ca/employees/centre-for-teaching-learning/universal-design-for-learning/universal-design-for-0/interim
  • Anticipate that students who have this accommodation may require additional support. Offer opportunities for students to discuss assignments with a peer or faulty to support more effective time management.
  • Supply an exemplar of the assignment to demonstrate the breadth, depth and score of the work. This will help students to more accurately gauge the time they will need to complete the assignment.

 

Faculty Assistance

Faculty are encouraged to connect with Accessible Learning Services regarding the Assignment Extension accommodation and teaching strategies. Faculty can either contact the Accessibility Counsellor listed on the student’s Accommodation Letter. Not sure who to contact? Email Accessible Learning Services at als [at] mohawkcollege.ca or phone 905-575-2211.

Attendance Accommodation Guide

Attendance Accommodation Guide

The Attendance Accommodation is approved by the student’s Accessibility Counsellor on the basis of documentation from a Regulated Health Care Professional (e.g., physician, psychologist, etc.). Given the episodic nature of the student’s disability, the student may, on occasion, be required to miss courses. The attendance accommodation is not a standing accommodation and should be requested on a case-by-case basis. All students are expected to meet the learning outcomes of a course, and to complete the required assignments and assessments in a course, even if unable to attend a course, on occasion, due to a disability-related reason. Extended absences may affect a student’s ability to participate in, and successfully meet, the learning outcomes of a course. A student’s program determines when the number of absences is considered extended and has negatively impacted the student’s ability to meet course learning outcomes.

Student Responsibilities:

  • Provide Accessible Learning Services with documentation from a Regulated Healthcare Professional indicating that occasional disability-related absences may occur
  • Arrange to meet with professors/instructors to discuss the best way to contact professors/instructors if an absence due to a disability-related reason is required  
  • If a disability-related absence is known ahead of time, student needs to contact the professor to discuss the upcoming absence and to determine the best way to make up missed in-course assignments, quizzes, or tests.
  • If it is not possible to inform professors/instructors in advance of an absence, notification of the absence should be given by the student as soon as possible after an absence.
  • Keep Accessible Learning Services informed of disability-related absences as a pattern of absences will require timely, proactive intervention and support from Accessible Learning Services and program area.
  • It is recommended that students contact a peer to receive notes from a lecture that is missed due to a disability-related reason.

 

Accessible Learning Services Responsibilities:

  • Identify the need for the Attendance Accommodation on the student’s Accommodation Letter
  • Refer students to the Attendance Accommodation Guide for more information on how to use the Attendance Accommodation
  • Act as a resource for professors/instructors and students regarding a student’s use of the Attendance Accommodation

 

Professor/Instructor Responsibilities:

  • Accept the disability-related attendance accommodation request in good faith
  • Avoid requesting specific information regarding the nature of a student’s disability as students are not required to disclose this information when requesting the Attendance Accommodation
  • Documentation from the student’s Registered Healthcare Professional that confirms the need for the Attendance Accommodation is on file with Accessible Learning Services. It is not necessary for Professors/Instructors to request additional documentation from the student when the Attendance Accommodation is requested with the exception of missed major tests and exams (e.g., midterms, finals) where additional documentation may be required as per program policy.
  • When the Attendance Accommodation is requested, students should not be deducted marks if a course participation grade is assigned for the course. An alternative way to meet the participation requirement can be considered where possible.
  • Professors/Instructors should provide students with information regarding program policies and expectations around attendance and program polices regarding submission of documentation when a major test, exam, or coursework component is missed.
  • When absences are determined to be extended, assist the student and Accessible Learning Services with determining whether a student’s absences have impacted the student’s ability to meet the learning outcomes of a course.
  • Consult with the student and Accessibility Counsellor if there are questions about the Attendance Accommodation.

 

Absences from Lab-Based Classes:

  • Due to program policies, requirements, resources, and course scheduling, students should discuss with professors/instructors in advance of using the Attendance Accommodation, to determine what options, if any, may be available for missed lab-based classes within a course.  Examples of Lab-based classes include engineering labs and healthcare simulation labs.
  • In some lab-based courses that incorporate problem-based group learning assignments, program policies may limit the number of classes that can be missed, and a pattern of missed classes may result in a student being unable to meet the learning outcomes of a course. In some programs, there may not be an opportunity to replicate lab-based classes.
  • Students are to provide notice to professors/instructors of their absence from a lab-based class for a disability-related reason, in advance when possible, or as soon as possible after a lab-based class has been missed.

 

Absences from Problem-Based Learning (PBL) Classes in Healthcare Programs:

  • In classes that incorporate problem-based, small group activities and assignments, program policies may limit the number of classes that can be missed. Given the dynamic nature of PBL group discussions, there may not be an opportunity to replicate PBL activities and assignments, and a pattern of missed PBL classes may result in a student being unable to meet the learning outcomes of a course.
  • Students in healthcare programs that involve PBL activities and assignments are advised to familiarize themselves with their program policies and requirements regarding PBL class attendance, and follow program policies regarding reporting absences from PBL classes.
  • Students are to provide notice to professors/instructors of their absence from a PBL class for a disability-related reason, in advance when possible, or as soon as possible after a PBL class has been missed.

 

Absences from Tests and Exams:

  • Students who request the Attendance Accommodation and miss a major test or exam (e.g., midterms, finals) due to a disability-related reason must follow their program area policies and guidelines on making up missed tests and exams and may be required, as per their program policy, to provide additional documentation that supports absences from a major test or exam.
  • At the professor or instructor’s discretion, an alternate test or exam may be given to a student if a test or exam is missed.

 

Absences from Field/Clinical Placement

Students who anticipate that disability-related absences may impact their field or clinical placement attendance should familiarize themselves with their field or clinical placement attendance requirements and discuss the impact of any disability-related absences with their program field or clinical placement coordinator. Extended absences from field or clinical placement may result in a student being unable to meet placement learning outcomes. Accommodation requests for disability-related absences from field or clinical placement will be discussed on a case-by-case basis. If field or clinical placement accommodations are required, students are advised to contact their Accessibility Counsellor to discuss developing the field placement support form well in advance of placement.

Extended Absences from a Course or Courses or Field/Clinical Placement Due to Disability

When a student’s program has determined that a student will not meet the learning outcomes of a course or courses due to extended absences, the student is advised to contact their Accessibility Counsellor and program Student Success Advisor to discuss the option of withdrawal from a course or courses or field/clinical placement as a reasonable alternative. 

Need more information? 

Contact the Accessibility Counsellor listed on the student’s accommodation plan. Contact Accessible Learning Services Triage at 905-575-2211, email als [at] mohawkcollege.ca, or drop in to the Accessible Learning Services office at your campus.

Audio Recording Accommodation Guide

Overview

Students who require audio recording of lectures have a disability that impacts the ability to efficiently process verbal information presented in class. As such, the student will benefit from revisiting verbal lecture information in order to effectively learn concepts.

Audio recording of lectures allows a student opportunity to concentrate on content presented in class, rather than the mechanics of writing.

Audio recordings give students the ability to review material they might have missed or not grasped when initially delivered. All learners can potentially benefit from audio recordings and instructors are encouraged to take the lead and create recordings as part of a Universal Design for Learning. Instructors can contact the Centre for Teaching and Learning for technological assistance.

Audio Recording Guidelines

The student must present the Accessibility Counsellor with documentation from a regulated health care professional (e.g. physician, psychologist and psychiatrist) that supports audio recording of lectures.

The Accessibility Counsellor updates the student’s accommodations to include this accommodation as well as reviews these guidelines with the student.

The student emails an initial or revised accommodation letter to the professor of the course where the audio recording accommodation will be used.

The professor reviews the Student Agreement found on the last page of this guide with the student.

Audio recording of lectures is allowable under existing Canadian copyright legislation, due to the exception of fair dealing. For those interested in accessing more information about copyright law as it relates to fair dealing and exceptions please refer to the Canadian Intellectual Property Office website at:

http://strategis.ic.gc.ca/sc_mrksv/cipo/cp/copy_gd_protect-_e.html#section06

At the discretion of the professor, audio recording may be prohibited during lectures that involve discussion on topics that may yield personal or confidential information and are likely to involve a degree of self-disclosure. If there are specific circumstances in which it is deemed inappropriate to record a particular class (or portion of class), all efforts will be made to inform the student well in advance. In circumstances where recording of lectures is not permitted, alternative arrangements to recording should be discussed between the professors and student.

Student Agreement

  1. Use the recorded files only for personal study and for NO other purposes.
  2. DO NOT, under any circumstances, distribute or share the recording with any other individual, in any format, without obtaining, the prior written consent of the professor.
  3. Respect the professor’s decision to prohibit recording of classes or portions of classes which may involve personal discussion and self-disclosure. In such a case, the student will work with their professor to discuss alternative arrangements. Students should focus their recording devices on course material being presented by the instructor and record or capture in a manner that ensures the privacy of other students present.
  4. Understand that the information contained in the recording is protected under federal and international copyright legislation.
  5. Do not publish or quote any lecture material without the professor’s explicit written consent and without properly identifying and crediting the professor.
  6. Failure to comply with this agreement may be considered a violation of any applicable Mohawk College policy including the Student Behaviour Policy.

Field and Clinical Placement Accommodation Guide

As a student with a disability, you may decide that accommodations for Work Integrated Learning (WIL) components of your program, such as field or clinical placements, are needed. If accommodations are needed for field or clinical placements, Accessible Learning Services can assist you with the completion of the Placement Support Form. The Placement Support form is a document that outlines your field or clinical placement accommodation needs, and provides you with guidance on how to discuss your accommodation needs with your field or clinical placement supervisor. If you require field or clinical placement accommodations, make an appointment with your Accessibility Counsellor to discuss completion of the Placement Support Form. If you are student who requires accommodations for field or clinical placement and you have not registered with Accessible Learning Services, please follow this link for registration information: https://www.mohawkcollege.ca/accessible-learning-services/accessible-learning-services-registration

Overview of Experiential Learning, WIL, and Field/Clinical Placement

Experiential Learning (EL) is an educational activity facilitated and supported by the College through which students learn while doing. Students participate in workplaces, or simulated workplaces, where they are exposed to authentic professional demands and expectations. Field, practicum, and clinical placements are two examples of WIL opportunities. The graphic below shows the relationship between EL and WIL.

More information on EL and WIL can be found at:

https://www.mohawkcollege.ca/employees/centre-for-teaching-learning/experiential-learning

About the Placement Support Form

The Placement Support Form is available for students with a documented disability who are receiving support and accommodations through Accessible Learning Services at Mohawk College, and who are completing a WIL component of their program. The Placement Support Form is offered in an attempt to increase awareness of the student’s individual needs in support of the student’s success. The Placement Support Form is a working document. Students, the program and/or the placement may make changes to this form based on an evaluation of accommodation needs after placement begins.

The purpose of the Placement Support Form is:

To act as a communication document that the student can share with those involved with his/her placement.

To provide a structured, strengths-based approach to discussing accommodation needs on placement.

To allow collaboration, when required, between academic and clinical faculty, college placement liaisons and on-site supervisors when planning for placement accommodations

Using the Placement Support Form:

The Accessibility Counsellor will discuss the use of the Placement Support form with the student. Use of the Support Form is ultimately the student’s decision. If the student decides to use the Placement Support form, the Accessibility Counsellor, with support of the Adaptive Technologist/Learning Skills Advisor if needed, will:&

  1. Work collaboratively with the student to develop each section of the form
  2. Consult with program coordinators, placement liaisons, instructors, and administrators regarding the placement accommodation needs of the student, where appropriate, and with consent of the student
  3. Guide the student to share the agreed upon Placement Support Form with his/her direct supervisor on placement, with support from the academic and clinical faculty (if necessary)

Student Tips for Use

For students using the Placement Support form we recommend considering the following:

  • Be sure you are comfortable with discussing all of the information on the Placement Support Form as your placement supervisor will likely ask you questions
  • Disclosing to your direct supervisor on placement is usually best. If you do not know who that person is, ask your placement coordinator
  • Your Placement Support Form has been designed to focus on the positive. Be sure to emphasize the strengths you bring to placement.
  • It is often helpful to “script” what you plan to say when disclosing information on the Placement Support Form. Your Accessibility Counsellor can assist you with developing your disclosure script.
  • You are not required to disclose disability diagnosis. However, you can choose to do so if you feel comfortable
  • Plan and schedule follow-up discussions with your placement supervisor to assess the effectiveness of placement accommodations and to determine if changes to the Placement Support Form need to be made.

 

Student Responsibilities:

  • To co-operate in obtaining necessary documentation of a disability, including medical and other expert opinions
  • To inform their college’s Accessibility counsellor and their on-site placement supervisor, in a timely manner, of their need for placement accommodation
  • To participate in discussions about their accommodations
  • To provide on-going feedback about the effectiveness of the present accommodations

 

Accessible Learning Services and Program Responsibilities: 

  • To help students identify and explain functional limitations of disability and the impact these limitations may have within placement environments.
  • To assist students with completion of the placement support form.
  • To help facilitate a process between academic and clinical faculty, college placement liaisons, and on-site supervisors with the goal of determining reasonable placement accommodations.

 

Placement Responsibilities:

  • To accept requests for accommodation in good faith
  • To maintain the confidentiality of students with disabilities
  • To deal with accommodation requests in a timely manner
  • To collaborate with placement students, academic and clinical faculty, college placement liaisons, and on-site supervisors to develop accommodations that follow the principles of dignity, individualization, inclusion and full participation

 

Need Field or Clinical Placement Accommodations?

Speak with your Accessibility Counsellor or contact Accessible Learning Services at:
Phone: 905-575-2211

Email als [at] mohawkcollege.ca

Or drop in to the ALS location at your campus

FM System Accommodation Guide

FM Systems: What are they and how do they work?

A Frequency Modulated (FM) system is a wireless communication device used to support persons who are heard of hearing. It consists of a transmitter, also referred to as a microphone, and a receiver. The transmitter acts like a radio transmitter, which picks up the signal, usually the speech of the person using the device, and delivers it to the listener. The receiver may be attached to a hearing aid, be an ear-level "stand alone" device, or be a speaker that is in the listening environment.

Using an FM system enhances "signal-to- noise" ratio, or the amount of signal, that can be heard in relation to the competing information in the environment.

Poor signal to noise ratio contributes to poor speech intelligibility, which is problematic for a listener with hearing loss, auditory processing disorder, or conditions such as traumatic brain injury.

Tips for Using an FM System:

  • Speak in a normal tone of voice with the microphone approximately 14 cm from your mouth. Your voice will be amplified, but remember that no hearing aid will allow your student to hear exactly as they would if they had no hearing loss.
  • A personal hearing aid works best within a 2 to 3 meter radius. Beyond that, other background noise will interfere. It is important to be aware of this range for direct instruction and group activities.
  • An FM system will transmit for a distance of approximately 45 feet. The clarity of the signal and the amount of information received depend on the student's loss and ability to process the information heard. The student may need to have a clear view of the speaker to receive all of the information. The larger classroom / lab environments or outdoors may be difficult listening environments even though the FM system has an extended range.
  • For in class discussions, pass the transmitter to the speaker or, if working in small groups, place it in a central location
  • It is beneficial if the instructor repeats questions asked by classmates so that the student wearing the FM system will be aware of the discussion topic.
  • Remember to take the transmitter microphone off when having private conversations or situations that the student should not be privy to.

Formula Sheet Accommodation Guide

What is a Formula Sheet?

A formula sheet is an aid that students use for tests in math, science, and trades courses. The purpose of a formula sheet is to help a student recall formulas so that they can solve test items independently. In order to create a formula sheet, a student is expected to recognize which equations/formulas are pertinent to the course materials and understand the proper use of this information.

A Formula Sheet is Not

A formula sheet does not contain anything other than formulas and equations pertinent to the material being tested. It does not contain examples of the formula or any definitions that describe the variables in the formulas/equations. The formula sheet can contain specific examples if allowed by the instructor. Use of a formula sheet should not compromise any essential course objective. Instructors can choose to remove any formula that is deemed to be an essential learning objective for the course.

If an instructor has concerns about the appropriateness of a formula sheet, the Accessible Learning Services counsellor named on the accommodation plan can be consulted.

Guidelines for Creating a Formula Sheet

The instructor may provide a formula sheet to everyone in the course as a UDL component or the student may create the formula sheet. Check with your instructor if your program of studies has formula sheets already created. Formulas can sometimes be found in your textbook, PowerPoints, or online modules.

When an instructor uses a universal design for learning (UDL) approach and provides a formula sheet for all learners, the instructor should encourage the student with the accommodation to preview the formula sheet in advance of the test. The intention is to allow for dialogue between the student and the instructor regarding whether or not the student’s accommodation needs have been met and to determine whether additional formulas would be appropriate.

Formula Sheet Approval

Formula sheets created by students must be approved before the test or exam by the instructor. It is recommended to give the formula sheet to the instructor one week (5 working days) in advance of the exam date or at a mutually agreed upon time. Once any necessary changes are made, and the sheet is approved, it should be sent to the Mohawk College Testing Centre, along with the exam materials, by the instructor.

Note: With the move to online learning, formula sheets should be developed, scanned, and emailed to instructors/professors for approval or a picture of the formula sheet can be provided to the instructor/professor to review with a final, agreed upon copy of the formula sheet provided to the instructor/professor.

Need Help?

Faculty and students are encouraged to connect with the Accessibility Counsellor named on the accommodation plan for any questions or concerns.

Group Assignments/ Projects Accommodation Guide

Overview

Developing the skills needed to complete group assignments and projects is an essential program requirement for most programs. For some students with disabilities, accommodations are required in order to complete group assignments and projects.

Accommodations required include:

  • Professor/Instructor assistance to integrate the student into a group
  • Professor/Instructor assistance with understanding the student’s role and function within a group

 

Group Assignments/Projects and the Extensions on Assignments Accommodation:

  • Students with the Extensions on Assignments accommodation should discuss the potential need for any extension proactively with the course professor/instructor to determine how requesting an extension, if required, may impact a group assignment or project.
  • When a student requests an extension on a group assignment or project, professors can request that students submit the work they have completed up to the date of the extension request. This is to ensure that students remain on track with group assignments or projects and receive the feedback they may need to continue to complete the assignment.
  • Certain group assignments and projects may be arranged in a way that requires all group members to be present to perform a time-sensitive learning task that is difficult to replicate (e.g., studio and media courses, group performances). Thus, there may not be an opportunity for one group member to request an extension. When extensions for an entire group are not possible, professors/ instructors should consult with the student and the student’s Accessibility Counsellor to determine what options, if any, may be available.

 

Suggested Group Assignment or Project teaching strategies:

  • Provide students with guidance on how to address any challenges that may occur within groups
  • Suggest students develop a group contract that clearly outlines each group member’s role
  • Offer a diversified way for group members to participate in group projects (e.g., Skype, Email, Social Media) rather than relying solely on in-person group meetings
  • Provide check-ins with groups to help monitor progress with group assignments/projects

Memory Aid Accommodation Guide

What is a Memory Aid?

A memory aid is an academic accommodation that is used to cue or trigger recall of information that the student has learned. The memory aid is student-created and is intended to allow equal opportunity to demonstrate competence, and to display knowledge and understanding of course content. A memory aid is uniquely developed and can be in a variety of formats (visual, auditory/digital/tactile/other).

A Memory Aid is Not

A memory aid is not meant to record all the facts, concepts or processes being tested. A memory aid does not compromise academic integrity. A memory aid is not helpful to students that have not engaged in class content or do not comprehend the material. A memory aid is not any of the following:

  • A “cheat sheet”
  • Actual course/textbook content – only triggers and cues
  • Full course notes or an answer sheet
  • Specific examples of how formulas are used unless allowed by the professor.
  • A formula sheet – A formula sheet is a specific type of testing accommodation for math and/or science courses.

 

How is a Memory Aid determined?

The memory aid accommodation is determined by the Accessibility Counsellor after reviewing the student’s documentation. The accommodation appears on the “Testing Accommodations” section of the Accommodation Letter. The Accommodation Letter may also indicate the use of a formula sheet. A formula sheet is a specific type of testing accommodation which contains formulas for math/science based courses. Some students may have accommodations for both memory aid and formula sheet.

Process for using memory aid accommodation:

  1. The Accessibility Counsellor approves the memory aid accommodation and puts it on the student’s Accommodation Letter.
  2. The Accessibility Counsellor refers student to the Adaptive Technologist and Learning Skills Advisor for training on creating a memory aid.
  3. Faculty and student discuss memory aid format and time lines. Development of the memory aid should be at least 5 days in advance of the test or at another mutually agreed upon time.
  4. The student books his/her test, and will indicate “memory aid for tests/exams” in the OTHER section on the accommodations page of the online test booking system.
  5. The student creates his/her memory aid.
  6. The memory aid is given to the professor for approval. The professor will approve the memory aid, if it maintains the integrity of the test. Faculty are encouraged to provide feedback and have final approval over the content of the memory aid.
  7. The professor will attach the memory aid to the test/exam booked in the testing centre. Only the mutually agreed upon memory aid will be allowed during the test.

Memory Aid Formats

There are a wide range of possible formats for the memory aid based upon the student’s learning style.

  • Visual - Pictures, symbols, diagrams, mind maps Language Based - acronyms, acrostics, and keywords
  • Tactile - Manipulatives and/or other tactile objects or creations Auditory – Language based cues in an auditory format
  • Digital - Any of the above could be submitted via a USB for students unable to access paper format.

 

Did You?

  • Email your Accommodation Letter to your professor?
  • Let your professor know you will be using a memory aid and set a timeline to go over your memory aid?
  • Meet with your Adaptive Technologist/Learning Skills Advisor for memory aid support?
  • Share your memory aid with your professor?
  • Include the memory aid accommodation when you book your test?
  • Only include cues and triggers to help recall material during the test?

 

Peer Support Assistance Guide

Mohawk College recognizes assistance from a peer may be an important accommodation for students with physical or sensory-related disabilities to enhance accessibility on campus or to facilitate classroom engagement activities.

An evidence-based practice informs the decision to utilize this accommodation

Where appropriate, the Accessibility Counsellor and student will implement other college services and supports that may meet the student’s accommodation need prior to making a decision to proceed with peer support assistance. Other College services include informal support from peers in a course, scheduled mentoring time with students on placement with Accessible Learning Services, tutoring (internal and/or external resources), learning skills instruction, which could include an introduction to adaptive technology, as well as regular appointments with an Accessibility Support Officer.

When other college services and supports have been utilized, and peer support assistance has been determined to be an additional response to address a student’s accommodation need, a student may trial peer support assistance in one (1) or two (2) priority courses, or all courses if required.

During a trial period, the student, Accessibility Counsellor, Community Resource Support Officer, peer support assistant and professor collaboratively determine effectiveness of the accommodation and determine if adjustments need to be made.

What is the process to obtain peer support assistance?

In order for the accommodation to be considered, a student meets with an Accessibility Counsellor to discuss when and what type of supports could be needed and to review their relevant disability documentation which collaborates the need for 1:1 supports. The use of this accommodation is included on the Accommodation Letter.

What type of supports have been provided?

  • operation of elevators, lifts, sit/stand desk, note taking technology
  • opening doors, lockers
  • set-up/pack-up personal items in classrooms or during meal breaks
  • co-support to service animals
  • sighted guide, orientation to accessibility features on campus
  • description of visual elements during lecture
  • Where required, facilitation of classroom engagement activities. The scope of peer support assistance when facilitating classroom engagement activities could include: reminders to remain on task, reading, scribing, transcription, involvement in group settings, review of class notes and other materials, some of which may occur outside of class hours such as the development of homework check list, sending email reminders of upcoming test/assignments, monitoring eLearn progress with the student, reminders to complete Online test booking at least 7 days in advance of test/exams, and supplemental notetaking support such as ensuring the student uses notetaking technology effectively, and captures key lectures points.

 

How is the accommodation funded?

If Students are not accessing personal funds to cover the cost of this accommodation, students should apply for financial assistance through the Ontario Student Assistance Program (OSAP) to gain access to the Bursary for Students with Disabilities (BSWD) to cover the cost of this accommodation. Students can speak with their Accessibility Counsellor to explore funding options. Link to the College’s webpage for Financial Assistance:

https://www.mohawkcollege.ca/student-life-at-mohawk/financial-assistance

Who is the Peer Support Assistant?

A Peer Support Assistant is typically a registered Mohawk College student but can also be Alumni or a community person. The position is advertised as a paid position and the hourly rate of payment is set by the College each semester. Registered students who provide the supports also receive a Co-curricular record from the College to acknowledge the invaluable confidential service to other students.

Presentation Accommodation Guide

Presentations Accommodation Guide

Students who require presentation accommodations have a disability that significantly impacts their ability to fully demonstrate their knowledge through classroom presentations. In order for presentation accommodations to be offered, the student must present Accessible Learning Services with documentation from a regulation health care professional (e.g. physician, psychologist, and psychiatrist) that supports this accommodation. 

For the purpose of accommodation, a presentation refers to any individual or group assignment that must be presented to the class in some manner.

Presentation Accommodation Procedure

  1. The student provides Accessible Learning Services with documentation from a regulated health care professional supporting the need for presentation accommodations.
  2. The Accessibility Counsellor updates the Accommodation Letter to include this accommodation, as well as reviews options for presentation accommodations with the student.

This accommodation will be noted in the Accommodation Letter as: Presentation accommodation: See ALS Guides

  1. The student will discuss the presentation accommodations with his/her faculty and agree on a suitable accommodation.

Suggestions for Presentation Accommodations

Alternative Setting/Audience

  • Presenting individually to the professor.
  • Presenting to the professor plus a small group (3-4) (This can fulfill any requirements to answer questions/provide feedback based on presentation, or reflect on peer evaluation.

 

In Class Accommodations

  • In the case of individual presentation, option to present as a pair or group.
  • Choice in when to complete the presentation (date and/ or beginning, middle or end of class).
  • Permission to read from notes, handouts, or a script without marks being deducted for this.
  • Sitting at a table or desk while presenting.
  • For some students, scripted or predictable portions of a presentation (PowerPoint) does not impact disability where unscripted and unpredictable (question/answer period) portions do.

-In these instances, the student will meet with his/her faculty member to discuss alternatives (i.e. having questions emailed to the student for written response.)

Adaptive Technology

  • Video and/or record the presentation to show in class.
  • Develop the presentation using software that permits audio recording be embedded into slides.

 

Diversified Learning Approach

  • If presentation skills are not a core competency of the course and/or being evaluated, the option for a student to present the materials in an alternative manner (essay, video, resource binder, etc.) can be considered.
  • This alternative presentation of materials would be graded based on the same rubric as class presentations

 

Additional Notes:

Please note, this is not an exhaustive list of suggestions, and students are encouraged to negotiate and collaborate with their professors to arrive at an accommodation that is mutually agreeable. Additionally, Accessible Learning Services, Accessibility Counsellors are available to support the development of this accommodation as well as discuss any questions, concerns, or feedback.

Reduced Course Load and Tuition Fee Policy for Students with Permanent Disabilities Accommodation Guide

Important Information

The reduced course load accommodation refers to reducing the number of courses per semester. Reducing a course load does not mean fewer assignments for a course.

Reduced Course Load as an Accommodation

Many students with disabilities find it necessary to take fewer courses per semester as an accommodation. The benefits of a reduced course load include:

  • A more manageable workload
  • More time to access necessary supports
  • The ability to opt in to full-time benefits while taking less than a full-time course load

 

When the reduced course load accommodation is accessed, students must eventually take all courses in a program of study to graduate. Often, students who reduce their course load require an additional year or more to complete their program of study.

OSAP and Course Load Percentage

Students with permanent disabilities must maintain at least a 40% course load for OSAP purposes. If the student is accessing OSAP, and is concerned that the that the number of courses dropped will be below 40% of a full time course load, the student should see a Financial Assistance Advisor to determine course load percentage prior to dropping any course.

Documentation Requirements

Students accessing the reduced course load accommodation must provide Accessible Learning Services with documentation that recommends a reduced course load. The student’s Accessibility Counsellor will assist with determining the type of documentation required.

How to Access the Reduced Course Load Accommodation

Once it is determined that a reduced course load is needed, the procedure below should be followed:

  • The student meets with an Accessibility Counsellor and requests the reduced course load accommodations.
  • The Accessibility Counsellors reviews the student’s documentation to ensure that the reduced course load accommodation is supported. the Accessibility Counsellor will guide the student on how to obtain the required documentation.
  • The Accessibility Counsellor adds the reduced course load accommodation to the Student’s Accommodation Letter.
  • The student and Accessibility Counsellor determine the desired number of courses to drop per semester.
  • The student contacts the coordinator of their program to request a list of courses that can safely be dropped.
  • Based on the coordinator’s recommendation, the student drops courses through their MyMohawk Registration Menu.
  • Prior to each semester, the student will need to contact their coordinator to determine a list of courses that can be dropped for the currently registered semester.
  • When selecting courses, it is recommended that a student initially choose a full block of courses and drop courses when notified by their coordinator as to which courses can be dropped.

 

How to Access the Tuition Fee Policy

Students who require a reduced course load as an accommodation for a permanent disability may be eligible for reduced tuition fees for the final courses needed to complete program.

What students need to know about the Tuition Fee Policy:

  • To be eligible, a student must have a permanent disability and provide Accessible Learning Services with documentation that supports the need for a reduced course load as an accommodation. Documentation must have a specific statement that indicates the need for a reduced course load. The student’s Accessibility Counsellor will guide the student on documentation requirements for the Tuition Fee Policy.
  • The student is required to pay the same amount of tuition for a program as other students completing the same program in the typical duration of the program of study.
  • The student will be notified through MyMohawk email when eligible for the Tuition Fee Policy. Once eligible, the student is required to pay full fees for courses upon registration. An adjustment will be applied to the student’s account at least 3 weeks after the start of the semester. If a refund is applicable, a cheque will be issued and will either be mailed to the student’s address, or sent to the National Student Loans Services Centre (NSLSC) to reduce the student’s OSAP loan. The Tuition Fee Policy does not include Ancillary Fees.
  • The Tuition Fee Policy agreement covers the program in which the student is registered. Typically, this is the program listed on the Tuition Fee Policy Agreement form. If the student changes programs, a new agreement form must be completed, and the student’s eligibility will be re-evaluated from the start of the new program.
  • The Tuition Fee Policy does not cover courses that are withdrawn from or failed. Students are required to drop course(s) during the drop/add period, which is the first 10 days of the semester. Students should refer to the Important Academic Dates Calendar in MyMohawk for more information on drop/add dates for each semester.

 

Completing Dropped Courses during your Program of Study

If a student takes courses previously dropped during the year over the summer, or through Continuing Education (i.e. online, evenings or weekends), the student is required to pay for those courses separately.

BUT, once the student has paid enough tuition fees to equal the amount of tuition that would normally be charged for their FULL program, the student will be eligible for the Tuition Fee Policy for any courses still needed to complete a program.

If a student is considered part-time, the tuition amount and ancillary fees will be adjusted accordingly. This may result in the student taking longer to reach the threshold of full tuition.

Program of Study Changes

When a student has a reduced course load accommodation, it is likely that it will take them a longer duration to complete their program of study. Occasionally, programs are reviewed, and Ministry and/or industry standards may alter program and/or course requirements. Program Coordinators and academic areas are responsible for advising students of these circumstances. It is recommended that students on a reduced course load maintain contact with their academic areas (e.g., Program Coordinator, Student Success Advisor) each semester throughout the duration of their program of study to stay informed of any changes that may apply to them.

The Tuition Fee Policy and Course Load Percentages

  • The Ontario Student Assistance Program (OSAP) and the Ministry of Colleges and Universities (MCU) have different definitions of full-time and part-time student status.
  • For OSAP, a student with a permanent disability is considered full-time for the purposes of receiving funding through OSAP if the student is taking no less than 40% of a full time course load.
  • Mohawk College uses the MCU definition and considers a student full-time if the student is taking 66% of higher of a course load, and part-time if the student is taking below 66% of a full-time course load.
  • Course load percentages are calculated based on the number of course hours a student is taking rather than the number of courses in a semester.
  • Students who are accessing a reduced course load may be considered a full-time student for OSAP purposes, but part-time under College’s definition

 

Calculating Your Course Load Percentages

  • Your Student Success Advisor, Program Coordinator, and/or Financial Assistance Advisor can assist you with calculating your course load percentage
  • If your Student Success Advisor and/or Coordinator is calculating your course load percentage, you will need to inform them of a. the number of courses you wish to drop for the semester; b. whether or not you can reduce your course load to a minimum of 40% as per OSAP requirements if you are student accessing OSAP. You are able to reduce your course load to 40% if you have submitted a Disability Verification Form as part of your OSAP application and OSAP has confirmed that your Disability Verification Form meets eligibility criteria.
  • If you are unsure of whether you have a Disability Verification Form as part of your OSAP file, you can login in to your OSAP portal to check, or speak with your Financial Assistance Advisor. 

 

Checking your OSAP Portal for Disability Status Approval

  1. Log onto Ontario.ca/osap
  2. Click on Required Documents:

3. Scroll down to Approved Documents:

Opting into Full-Time Benefits

A student accessing a reduced course load who is considered part-time using the College definition can opt in to full time benefits so that the costs of these benefits are part of the student’s tuition. Full-time benefits include access to the David Braley Athletic and Recreation Centre, Student Health Insurance, and HSR Bus Pass. Instructions and timeline to opt out of the health insurance are located on the MSA website. The students Accessibility Counsellor will discuss the need to opt-in to benefits.

Video Recording Accommodation Guide

Overview

Students who require video recording of lectures have a disability that impacts the ability to efficiently process verbal and visual information presented in class. As such, the student will benefit from revisiting verbal and visual lecture information in order to effectively learn concepts.

Video recording aids comprehension when learning objectives are delivered in a highly visual format, and where audio recording alone would not be adequate.

Video recordings give students the ability to review material that they might have missed or not grasped when initially delivered in class. As a result, all students can benefit from video recordings and instructors are encouraged to take the lead and create recordings as part of a Universal Design for Learning. Instructors can contact the Centre for Teaching and Learning for technological assistance.

Video Recording Guidelines

To qualify for this accommodation, the student must present the Accessibility Counsellor with documentation from a regulated health care professional (e.g. physician, psychologist and psychiatrist) that supports video recording of lectures.

The Accessibility Counsellor updates the Accommodation Letter to include this accommodation as well as reviews these guidelines with the student.

The student emails an initial or revised Accommodation Letter to the professor of the course where the video recording accommodation will be used.

The professor reviews the Student Agreement found on the last page of this guide with the student.

Video recording of lectures is allowable under existing Canadian copyright legislation, due to the exception of fair dealing. For those interested in accessing more information about copyright law as it relates to fair dealing and exceptions please refer to the Canadian Intellectual Property Office website at:

http://strategis.ic.gc.ca/sc_mrksv/cipo/cp/copy_gd_protect-_e.html#section06

However, at the discretion of the professor, video recording may be prohibited during lectures that involve discussion on topics that may yield personal or confidential information and are likely to involve a degree of self-disclosure. If there are specific circumstances in which it is deemed inappropriate to record a particular class (or portion of class), all efforts will be made to inform the student well in advance. In circumstances where recording of lectures is not permitted, alternative arrangements to recording should be discussed between the professors and student.

Student Agreement

  1. Use the recorded files only for personal study and for NO other purposes.
  2. DO NOT, under any circumstances, distribute or share the recording with any other individual, in any format, without obtaining, the prior written consent of the professor.
  3. Respect the professor’s decision to prohibit recording of classes or portions of classes which may involve personal discussion and self-disclosure. In such a case, the student will work with their professor to discuss alternative arrangements. Students should focus their recording devices on course material being presented by the instructor and record or capture in a manner that ensures the privacy of other students present.
  4. Understand that the information contained in the recording is protected under federal and international copyright legislation.
  5. Do not publish or quote any lecture material without the professor’s explicit written consent and without properly identifying and crediting the professor.
  6. Failure to comply with this agreement may be considered a violation of any applicable Mohawk College policy including the Student Behaviour Policy.

 

Information Guides for Students

Accommodation Letter Emailing Guide

You have two options to email your Accommodation Letter to your Coordinator(s) and Professors:

 

Option 1: Email your Accommodation Letter yourself using the steps below. Remember, email als [at] mohawkcollege.ca if you need another copy of your Accommodation Letter.

Step 1: Once you receive your Accommodation Letter, copy and paste the following email template to email your Accommodation Letter to your professors. You can choose to email each professor individually or send a group email to all of your professors

Sending Your Accommodation Letter Email Template

Subject

Accommodation Letter for (LAST NAME, First Name, student number semester #).

Body

Hi, my name is (fill in your first and last name) and I am (fill in your course name and time, or list all of your course names and times here).

I am receiving accommodations and have attached my Accommodation Letter for you to review.

I would welcome the opportunity to discuss my accommodations with you. If you have any questions regarding my Accommodation Letter, please contact me Thank-you,

(Fill in your first and last name and student number)

Step 2: Save a digital copy of your Accommodation Letter on your computer.

Step 3: Locate your professors’ email: Log into MyMohawk/Academics/Academic Profile/View my timetable. Each course is a link. Click the link to find your professor’s name and email address.

You can also find your course professor’s name and email at MyMohawk/My courses/Access eLearn/click on the course.

 

Option 2: Request Accessible Learning Services email your Accommodation Letter on your behalf to your program coordinator(s) and professors. If you would prefer that ALS send your Accommodation Letter to professors, you are required to make this request each semester.

Step 1: Make the request for Accessible Learning Services to email your Accommodation Letter to all of your program coordinators and professors by emailing als [at] mohawkcollege.ca

Step 2: Copy, paste, and complete and email all sections of the email template below when making your request 

Subject

Request to email my Accommodation Letter to Coordinator(s) and Professors

Body

My name is _________________ and my student number is____________. I am in semester ____in the following program: _________________. I am requesting that my Accommodation Letter be sent to my program coordinator(s), including my field placement coordinator, and all professors listed on my course list. By sending this email, I am consenting to Accessible Learning Services sending my Accommodation Letter.

Thank you,

Student Name and Student Number

Step 3: You will receive confirmation that your Accommodation Letter has been sent as you will be included on the email sent to coordinators and professors/instructors. Check each professor/instructor’s name to ensure that all of the professors/instructors on your course list have been emailed. Sometimes professors/instructors can change. If there is a change in professor/instructor, notify Accessible Learning Services at to request that your Accommodation Letter be sent to the professor/instructor.

Bursary For Students with Disabilities Guide

BSWD General Information

The Bursary for Students with Disabilities (BSWD) is part of the Ontario Student Assistance Program (OSAP). The BSWD offers bursary funding to cover eligible disability- related costs. Some disability-related expenses have a maximum amount per academic year.  The amount of BSWD used to purchase equipment or services does not need to be repaid, and is taxable. The BSWD can only be used for disability-related needs approved by the student’s Accessibility Counsellor.

Eligibility Requirements for the BSWD

To be eligible, a student must:

  • Have a permanent disability, as defined by OSAP, and at least 1 dollar in assessed need from OSAP, or be eligible for a Part-Time Canada Student Loan.
  • Have additional education-related expenses that result from a student’s disability that are not covered through any other funding

 

Obtaining Disability Documentation

For more information on documentation requirements, refer to the Guide to Disability Documentation on the Accessible Learning Services website.

Purchases Made Prior to Funding Approval

Students may be reimbursed for costs including disability-related technology and equipment if purchased no more than 60 days prior to the student’s study period, and Psycho-educational assessments performed within 6 months prior to semester 1 of the student’s study period.

IMPORTANT NOTICE:

 

Any purchases made prior to funding BSWD approval are not guaranteed for reimbursement.  Accessible Learning Services does not recommend students make disability-related equipment or service purchases prior to meeting with their Accessibility Counsellor and discussing bursary options.

 

 

Examples of Disability-Related Needs Purchased Through BSWD

Equipment and Software

Services

 

Assistive Technology (e.g., Text to Speech and Speech to Text) with laptop or computer if not already owned by the student. Assistive Technology is provided on a trial basis prior to using BSWD to purchase. When a program requires all students to purchase a laptop and program-specific software, the laptop or software is not eligible under the BSWD.

Tutoring for up to 1 hour per week, per course, where additional tutoring beyond peer tutoring has been determined to be a need.

Students must complete a Services Time Log when using the BSWD to cover tutoring costs, and follow guidelines from Financial Assistance regarding submission of Services Time Log.

Notetaking Software (e.g., Sonocent)

Attendant Care for Studies

FM System

Psychoeducational and other Assessments

Repairs and Upgrades to Technology and Software

Counselling and other approved types of therapy

Assessment for Assistive Technology

Ministry guidelines require that all students complete an assessment for technology to access BSWD funds for Assistive Technology. The Learning Skills Advisor can provide Assistive Technology assessments and recommendations.  .

How to Apply for the BSWD

  • Students meet with their Accessible Learning Service’s Staff to discuss eligibility and complete the BSWD application. 
  • Financial Assistance assesses the BSWD application for eligibility.
  • Students are notified of funding availability and pick up through MyMohawk email 

 

IMPORTANT NOTICE:

 

  • BSWD funds are only to be used for the requested purpose designated on the BSWD application

 

STUDENT RESPONSIBILITIES:

 

· Obtaining quotes/estimates for requested equipment, software or services

· Providing receipts for equipment, software, or time logs for services, and

· Repaying any unused funds from the bursary to Mohawk College on behalf of the Student Financial Assistance Branch of the Ministry of Training, Colleges and Universities

  

Canada Student Grant for Persons with Permanent Disabilities General Information

The Canada Student Grant for Students with Permanent Disabilities (CSG-PD) may be available to students with permanent disabilities.  Qualifying for the CSG-PD is based on a number of factors (i.e., student income, family size/income, etc.). Students can consult their OSAP application to determine how Permanent Disability status will affect OSAP.

Need More Help?

For more information on the BSWD, make an appointment to see your Accessibility Counsellor by phoning 905-575-2211, or by emailing  

For questions about OSAP and/or CSG-PD, contact your Financial Assistance Advisor in C102 the Square, Fennell Campus, or phone 905-575-2133.

Guide to Disability Documentation

Disability documentation that confirms disability and the potential functional impact within a college environment is required to access accommodations. To access Federal and/or Provincial funding for educationally necessary assistive devices, diagnostic services, and other academic supports, confirmation of a permanent disability is required; however, the disability diagnosis does not need to be specified. The following guide will provide students with the information they need to gather disability documentation and register with ALS.

When gathering disability documentation, keep in mind that current documentation is the most helpful when discussing your need for accommodations and support. To obtain the most recent documentation available,

  • Your Registered Health Care Professional (RHCP)
  • The high school or school board last attended
  • Your disability service provider such as W.S.I.B.

Understanding Your Disability Documentation:

Here are some questions that will guide you as you review your documentation:

  • What is the potential impact of my disability within a college environment?
  • What accommodations and support does my documentation say would be helpful
  • Are there medical or mental health supports that my documentation indicates would be helpful while I am going to school?

Disability Diagnosis and Types of Documentation:

Please see our Medical Documentation Form. If a student is applying for OSAP, and has completed the Disability Verification Form (DVF), the DVF can be used to support accommodation needs.

Disability       

Documentation

Learning Disability

(Diagnosed)

A copy of your latest comprehensive psychoeducational assessment, completed by a registered psychologist or psychological associate, which includes a diagnosis of learning disability. An assessment completed within the last 5 years or since 18 years or older, is more relevant for an adult student.

 

  • The Learning Disability Association of Ontario (LDAO) definition of learning disability to be used when making LD diagnosis
  • The psychoeducational assessment should include recommendation for accommodations and support
  • Accessible Learning Services will work with students to update their psychoeducational assessment as required

Learning Disability (Identification through IEP or IPRC process, but no formal diagnosis)

Most recent documents from school: Individual Educational Plan (IEP) and/or Identification, Placement and Review Committee (IPRC)

 

NOTE: If documentation is an IEP, Accessible Learning Services will provide basic accommodations (e.g., 25-50% more time on tests, tests in the testing centre) while an updated psychoeducational assessment is obtained. 

 

Options for funding a psychoeducational assessment include:

  1. Apply for OSAP. If you are eligible for OSAP funding, the Bursary for students with Disabilities (BSWD) can cover all or most of the cost of psychoeducational assessment.
  2. Contact any insurance plan under which you are covered to determine if psychological services are an eligible expense
  3. Contact a psychologist from the roster provided by Accessible Learning Services
  4. Pay for the assessment using your own funds. If eligible for OSAP, students who have privately funded an assessment completed within 6 months prior to start of their program may qualify for reimbursement through BSWD.

 

Mental Health Disability

Documentation from a Physician, Psychiatrist, Psychologist or Psychological Associate which includes a:

 

  • Description of the potential impacts of the disability within a college setting
  • Potential impact of medications on academic functioning
  • Recommended accommodations and support

 

Complete MDF or DVF

Acquired Brain Injury (ABI)

A comprehensive report from a physician, neurologist, neuropsychologist or RHCP that includes:

 

  • Diagnosis (voluntary)
  • Potential impact of medications on academic functioning
  • Potential impact of disability within a college setting
  • A copy of most recent neuropsychological assessment, as applicable
  • Recommended accommodations and support

 

Complete MDF or DVF

Medical Disability

A letter from a physician or RHCP which includes:

 

  • Diagnosis (voluntary)
  • Potential impact of disability within a college setting
  • Recommended accommodation and support

 

Complete MDF or DVF

Physical/ Mobility

A letter from a physician or RHCP that includes:

 

  • Diagnosis (voluntary)
  • Description of strengths and limitations
  • Potential impact of disability within a college setting
  • Any use of assistive devices
  • Specialized equipment
  • Environmental adaptations required
  • Potential impact of disability within a college setting
  • Recommended accommodations and support

 

Complete MDF or DVF

Blind and Low Vision

A letter from a physician, or RHCP that includes:

 

  • Diagnosis
  • Potential impact of disability within a college environment
  • Recommended accommodations and support including any adaptive technology needs (i.e. JAWS, Kurzweil, etc.)

 

Complete MDF or DVF

Deaf, Deafness, Hard of Hearing

 

 

 

 

 

 

 

 

A letter from a physician, or copy of the most recent Audiology Report that includes:

 

  • Diagnosis
  • Potential impact of disability within a college setting
  • Recommended accommodation and support including appropriate technical support (e.g. hearing aids, FM system)

 

Complete MDF or DVF

Temporary Disability

A letter from the student’s physician or RHCP which includes:

 

  • If the condition is temporary or chronic
  • Potential impact of condition within a college setting
  • Recommended accommodations and support

 

Complete MDF or DVF

Attention Deficit/ Hyperactivity

Disorder (ADHD)

 

A copy of your latest comprehensive psychoeducational assessment, completed by a registered psychologist or psychological associate. An assessment completed within the last 3-5 years, or at the age of 18 years or older, is more relevant for an adult student.

 

Accessible Learning Services will work with students to update their psychoeducational assessment.

 

A letter and/or formal assessment/treatment report from a physician, psychiatrist, neuropsychologist, psychologist or psychological associate that includes:

 

  • Description of current level of functioning
  • Relevant personal and academic histories
  • Description of the nature of current symptoms and their potential impact within a college setting
  • Potential impact of medications on academic functioning
  • Recommended accommodations and supports

 

 Complete MDF or DVF

Autism

Documentation from a Physician, Psychiatrist, Psychologist or Psychological Associate which includes a:

 

  • Description of the potential impacts of the disability within a college setting
  • Recommended accommodations and support

 

Complete MDF or DVF

Intellectual Disability

Documentation from a Physician, Psychiatrist, Psychologist or Psychological Associate which includes a:

 

  • Description of the potential impacts of the disability within a college setting
  • Recommended accommodations and support 

 

Information Guides for Professors/Instructors 

Classroom Ergonomic Furniture Accommodation Guide

For some students registered with Accessible Learning Services, classroom ergonomic furniture is required which may include ergonomic seating, and adjustable height desks. The student’s Accommodation Letter will indicate the type of furniture required. 

Student Role: 

  • Provide Accessible Learning Services with a list of classroom locations
  • Locate the furniture within the classroom. Ergonomic chairs and adjustable desks are most often placed at the front of the classroom
  • Identify the furniture accommodation need to professor/instructor through submitting the Accommodation Letter. NOTE: Students are encouraged to introduce themselves to the professor/instructor at the start of each semester to review all accommodations
  • Notify Accessible Learning Services if furniture is delayed, removed, is missing, or is damaged during a semester

 

Accessible Learning Services Role:

  • Contact Mohawk College Facilities Department to request that the furniture be delivered to the required classrooms
  • Specify the type of furniture that is required, and the location required within the classroom
  • Connect with students to plan for ongoing use of the ergonomic furniture accommodation

 

Professor/Instructor Role: 

  • Review the student’s Accommodation Letter and note the ergonomic furniture accommodation
  • Assist with ensuring that the student with the accommodation need has access to the furniture. NOTE: Ergonomic furniture is often placed at the front of the class, with a reserved sign.
  • Notify Accessible Learning Services if furniture is delayed, removed, is missing, or is damaged during a semester

 

Need more information? 

Contact Accessible Learning Services Triage at 905-575-2211, email als [at] mohawkcollege.ca.

Closed Captioning Guide

Closed Captioning Guide

Purpose

The purpose of this document is to outline the closed captioning process for professors to ensure that students who require captioning of videos as an accommodation are able to access video material in courses. Accessible Learning Services provides closed captioning as an alternative format option for students.

First Steps for Students

Students will meet with their Accessibility Counsellor to identify the need to have their video course material closed captioned. This will be identified on the student's accommodation letter.

The Closed Captioning Process

  1. Students who require closed captioning will provide a copy of their accommodation letter to their professors.
    1. The student's Accessibility Counsellor may contact the student's processors directly to discuss this accommodation.
  2. The professor reviews all video material in each course and determines if the video material is captioned.
  3. If the video material is not captioned, the professor will check with the librarian to:
    1. Seek permission from the videos right's holder(s) for closed captioning (the library will maintain a file of permissions sought and received)
    2. Work with the professor to identify alternate videos that meet the learning objectives and are already closed captioned.
  4. When closed captioning permissions have been obtained, the librarian will contact the ALS Technician to complete captioning.
  5. Upon completion, the captioned DVD or digital file will be returned to the library and the professor will be notified.

Need Help?

Throughout the process students can meet with their Accessibility Counsellor to discuss this accommodation.

Faculty can contact the student's Accessibility Counsellor (name and contact information can be found on the student's Accommodation Letter) with any questions or concerns.

Important Contacts

Accessible Learning Services Technician

Email: alstechnician [at] mohawkcollege.ca

Meaghan Tyrell, Liaison Librarian: Business, Communication Arts, Skilled Trades, Collections & Access

Extension: 3129

Email: meaghan.tyrell [at] mohawkcollege.ca

Computerized Note Taker Accommodation Guide

Computerized Note Takers

Mohawk College recognizes that Computerized Note Takers play an important role in the academic success of students who are Deaf, deafened, or hard of hearing. Mohawk College adheres to the guidelines put in place by the College Committee on Disability Issues (CCDI). For more information please see, http://www.disabilityissues.ca/

What should professors do?

  • At the beginning of each semester, allow the student who is Deaf, deafened, or hard of hearing the choice to introduce and explain the role of a Computerized Note Taker in the classroom.
  • Maintain the same expectations for students who are Deaf, deafened, or hard of hearing that you have for all students.
  • When addressing a student who is Deaf, deafened, or hard of hearing, speak directly to and facing him/her. The Computerized Note Taker will type what is being said.
  • Do not say anything in class that you do not want typed.
  • The Computerized note taking process involves typing verbatim. Monitor class interactions and discussions making sure that everyone speaks clearly and in turn.
  • Repeat questions originated by students in the class at large, rewording for clarity when necessary.
  • Computerized Note Takers, as part of the teaching team, will require all materials

(course learning plan, access to textbooks, notes, list of videos and their transcripts, etc.) in advance.

  • The Computerized Note Taker will position themselves close to the student and in close proximity to the professor.
  • Typing verbatim is a mentally and physically strenuous task. As a result, a Computerized Note Taker working alone will require a 10 minute break after every 50 minutes of typing.
  • In order to ensure continuous provision of services, please consult with Accessible Learning Services, prior to any proposed schedule changes.
  • If the student has not arrived within 20 minutes of the start of the regularly scheduled class, the Computerized Note Taker will leave.
  • Please ensure that you are familiar with the student’s Accommodation Letter.
  • Should you require computerized note taking services for any other student related situation (e.g., seminars, course trips), please contact Accessible Learning Services in advance.
  • If concerns arise regarding computerized note taking services, please speak with the Computerized Note Taker and consult Accessible Learning Services

Interpreter Accommodation Guide

Mohawk College recognizes that Interpreters play an important role in the academic success of students who are Deaf, deafened, or hard of hearing. Mohawk College adheres to the guidelines put in place by the College Committee on Disability Issues (CCDI). For more information please see:

http://www.disabilityissues.ca

Process of having an Interpreter in class:

  • At the beginning of each semester, allow the students who is Deaf, deafened, or hard of hearing the choice to introduce and explain the role of an Interpreter in the classroom.
  • Maintain the same expectations for students who are Deaf, deafened, or hard of hearing that you have for all students.
  • When addressing a student who is Deaf, deafened, or hard of hearing, speak directly to and facing him/her. Avoid using phrases addressed to the Interpreter. The Interpreter will interpret what is being said/signed.
  • Avoid turning your back on the student while you are speaking.
  • The interpreting process can only accommodation one person speaking at a time. Monitor class interactions and discussions making sure that everyone speaks clearly and in turn.
  • In order to accommodation the students visual needs, the Interpreter will position themselves close to the instructor, the board, and/ or multimedia equipment.
  • When captioned media is used, the Interpreter may still need to provide an interpretation for the purpose of full comprehension.

 

What else can instructors do:

  • Try to incorporate visual aids and look for closed captioned videos/movies.
  • Repeat questions originated by students in the class at large, rewording for clarity when necessary.
  • Interpreters, as part of the teaching team, will require all materials (course outline, textbooks, notes, list of videos and their transcripts, etc.) in advance.
  • In order to ensure continuous provision of services, please consult with Accessible Learning Services, prior to any proposed schedule changes.
  • Please ensure that you are familiar with the student’s Accommodation Letter.
  • Should you require interpreting services for any other student related situation (e.g, course seminars, trips), please contact Accessible Learning Services in advance.
  • If the student has not arrived within 20 minutes of the start of the scheduled class, the Interpreter will leave.
  • If concerns arise regarding interpreting services, please speak with the classroom Interpreter and consult with Accessible Learning Services. 

Teaching Students with Autism (ASD) Faculty Guide

The information provided is to support a students with ASD in your course and is supplemental to the student’s Confidential Academic Accommodation Plan. The impact of disability varies in severity for each student. Therefore, the strengths and challenges associated with ASD cannot be broadly applied to all students.

Definition

Autism Spectrum Disorder (ASD) is a neurological disability which impacts social communication and social interaction to varying degrees. Persons with ASD may have difficulty with:

  • Reciprocity in conversations
  • Initiating and responding to social interactions
  • Understanding nonverbal communication
  • Developing, understanding, and maintaining relationships

 

Persons with ASD may also have restricted and repetitive patterns of behaviour, interests, and activities which may include:

  • Insistence on sameness with routines
  • Highly fixed interests
  • Sensitivity to sights, sounds, touch

 

Strengths of ASD

Many students with ASD:

  • Have an accurate and detailed memory for information and facts.
  • Have excellent visual recall, especially when manipulating data for useful purposes.
  • May be able to concentrate for long periods of time on a task.
  • Strong inclination to be truthful and honest with others.

 

Challenges of ASD

Many students with ASD may:

  • Have difficulty with social situation and finding interactions with others challenging.
  • Find understanding and use of certain nonverbal aspects of communication challenging (e.g. eye-to-eye gaze, facial expressions, body postures, gestures, proximity to speaker.)
  • Speak with little inflection or emphasis; voice may be monotone, too loud, or too soft.
  • Find spontaneous, reciprocal sharing of information with others challenging (e.g. conversations about interests or hobbies.)
  • Have difficulty establishing and maintaining relationships.
  • Have echolalia (repeating what is heard). The repeated words/phrases may be spoken aloud or only lip movements.
  • Have a tendency to become preoccupied with topics or ideas that others may see as irrelevant.
  • Have difficulty with idioms and other abstract forms of language.
  • Think in ways that are divergent and abstract- “deep thinkers”.
  • Depend heavily on routines and want things to “stay the same” so that there are no “surprises”
  • Have unusual sensitivity to sights, sounds, smell, tastes.

 

Teaching Strategies

The following strategies may be helpful when teaching a student with ASD. Offer additional explanation of abstract concepts and providing students with opportunities to clarify any misunderstood content.

  • Provide both verbal and written explanations for assignments/projects.
  • Ensure that you have his/her full attention and ask the student to summarize what has been discussed.
  • Gently remind or redirect the student if they are not making eye contact, speaking to loudly, too softly, or standing too close while talking.
  • If the student is providing information that is off-topic during class discussions, a gentle reminder to focus on the discussion topic will redirect the student.
  • Explain figurative language (idioms, metaphor, and simile), when possible, as mangy students with ASD find figurative language challenging.
  • Provide information well in advance of changes in routine (when/if possible) is beneficial.

For example, changes in tests dates, room locations, and assignment/ project completion details can all be difficult to manage for the students if not given some advanced notice.

  • Provide as much structure as possible during change in routine, as a student with ASD may experience elevated levels of stress and anxiety.
  • Be explicit and verbal with feelings. Alternatively, the professor may choose to explain nonverbal language such as gestures.

For example, stating, “When I step back as you move closer to me, it means…” may help the student understand the message behind the gesture.

  • It is often helpful to have a conversation with the student about any challenging behaviour and let the student know your expectations regarding behaviour.

 

Additional Social Information for the Classroom

Often, students with ASD need support and guidance when attempting to establish a peer relationship. As the professor, you may wish to facilitate interaction between the student with ASD and his/her peers. For example, it can be helpful for you to locate several students who are willing to take some time to make a connection with their classmate with ASD.

Group work is one of the most challenging aspects facing students with ASD in a classroom setting. It is helpful if roles within the group are clearly defined. Also, if groups are not assigned by the professor, the student may need assistance joining a group.

If you choose to do so, you can provide your professors with additional information below on how ASD impacts you.

Discussing this Guide with the Student

You may wish to discuss information in this guide with the student in more detail in a private, confidential manner. The student’s Accessible Learning Services Counsellor is available to assist with strategies and accommodations to support the student in your course.

Information for Instructors/Professors on Confidentiality and the Accommodation Letter

Keeping the Accommodation Letter Confidential

Accessible Learning Services is a confidential service. There is student autonomy in terms of sharing the Accommodation Letter with faculty and others. The Accommodation Letter cannot be released to any person within or outside the College without written, informed consent of the student. When a student sends you their Accommodation Letter, please keep a copy of the document in a confidential place that cannot be accessed by others. If you are keeping a copy of the Accommodation Letter on a nonsecure part of your computer consider putting a password on the document for your access only. It would be recommended that you do not print a copy of the Accommodation Letter, however, if you do please store the document in a locked setting.

Discussing the Accommodation Letter with your Student

Many times it is helpful to have a conversation with your student about the accommodations listed in their letter. If you would like to have this conversation with your student, please make sure to discuss the Accommodations Letter in confidence. For example, when you receive the student's Accommodation Letter in an email, contact the student by email and ask them if they would like to discuss their Accommodation Letter after class or in a scheduled meeting, over the phone, or through email. If you or the student has questions about the Accommodation Letter that neither of you can answer, make sure to reach out to the Accessibility Counsellor listed on the Accommodation Letter to help you both answer the questions you are asking. The Accessibility Counsellor’s contact information can be found at the bottom of the Accommodation Letter. You can also contact Accessible Learning Service directly by emailing als [at] mohawkcollege.ca or calling 905-575-2211.

Engaging in Conversations with your Class about Academic Accommodations

It is helpful to make a statement in class inviting students who have accommodations to discuss them in a confidential manner. It is important to remember not to disclose students who have an Accommodation Letter in front of the class or another person. Following the Mohawk College's Academic Accommodation For Students with Disabilities Policy, accommodation information cannot be released to any person within or outside the College without the expressed consent of the student. Engaging with students regarding the accommodation process will provide an opportunity to address any questions and develop strategies around accommodation use. There is the contact information for the student’s Accessibility Counsellor on each Accommodation Letter, however, many issues with regards to accommodations can be resolved directly with the student.

Providing Students with Accessible Learning Services Contact Information

Some students may not be aware of or know how to access Accessible Learning Services. Providing contact information (phone, email, and office location) can assist students in connecting with our office. Our contact information can be shared in Learning Plans, on MyCanvas, or in the classroom. Our webpage also has some valuable information for students who wish to inquire about our services.

Engaging in Conversations with Students Experiencing Academic Challenges

Not all students who have a disability have been diagnosed, or are even aware that their academic challenges may be the result of a disability. If you notice a student is struggling academically or shares that they are having significant challenges with the course work, refer them to our office to explore the issue with the student. If you are uncomfortable or not sure how to have this discussion with a student, feel free to contact our office for guidance.

Other students may share with you that they have been identified, had an Individualized Education Plan (IEP), or received remedial support in school. These students should be referred to Accessible Learning Services for assessment of accommodation needs.

If you are interested in having someone from Accessible Learning Services visit your class to explain how Accessible Learning Services provides support, and who can register, feel free to contact our office and we can arrange this visit to your class.

 

Information Guides for Parents, Caregivers, and Community 

Post-Secondary Education Guide for Parents and Caregivers of Students with Disabilities

Early Identification

Students are encouraged to connect with Accessible Learning Services at least 3 months prior the start of the semester.

Accessible Learning Services works in collaboration with students, faculty and staff. Together, we identify and implement accommodations and services to ensure that all students can have an equal opportunity to achieve educational goals.

Parent/Caregiver Support

As the role of the student changes upon attending post- secondary, so does the role of the parents and caregivers. Parents and caregivers play an integral part in supporting their student to transition to a self-advocating, independent adult. This transition, with parental and caregiver support, is particularly important for individuals with disabilities who are planning to attend Mohawk College.

Team Members

As your student transitions to college, you will find a vast team available to support your student and their disability related needs which include Accessibility Counsellors, Accessibility Support Officers, Learning Skills Advisors and Assistive Technologists, and Testing Centre staff. We encourage students to use the resources that are available and applicable to their individual requirements.

Attendant Care

While Mohawk College does not provide attendant care services for students, Accessible Learning Services can help facilitate the application process. For more information on how your student can acquire attendant care services at college and residence please see the Center for Independent Living Toronto website (www.cilt.ca).

Getting Ready

  1. Funding Post-Secondary Education

It is important for students to think about financial costs and develop a plan to pay for their post-secondary education. In addition to savings, funding for education may be supplemented through a number of programs for students. Students are encouraged to visit the Financial Assistance website for options on funding post-secondary education and grants that may be available for students with disabilities.

2. Documentation

As a parent or caregiver you can support your student to gather and be knowledgeable about their disability documentation. Students should gather the following relevant documentation:

  • IEP/IPRC documentation- most recent
  • Psycho-educational Assessment
  • Neuro-psych Assessment
  • Medical documentation

 

For more information on how your student can acquire of update his/her documentation please see the Guide to Disability Documentation at: https://www.mohawkcollege.ca/student-life/academics/accessible-learning/accessible-learning-services-resources

Communication Support

Students who require an Interpreter to attend meetings, may contact Accessible Learning Services via email als [at] mohawkcollege.ca and appropriate arrangements will be made.

3. Register with Accessible Learning Services

Your student should contact Accessible Learning Services (ALS), as soon as they have received confirmation of acceptance.

Students can register with Accessible Learning Services online at https://www.mohawkcollege.ca/form/als-intake-form

For additional information regarding registration, students can contact Accessible Learning Services at: 905-575-2211

 

Student’s Role:

Students are responsible for:

  • Registering with Accessible Learning Services.
  • Students may choose to have someone attend their intake appointment with them.
  • Providing documentation in a timely manner.
  • Following procedures and deadlines for requesting and accessing accommodations.
  • Distributing and discussing accommodations with each instructor.
  • Updating Accessible Learning Services if accommodations are not being met or needs have changed.

 

Parent’s Role:

Parents and caregivers can offer transition support to their student by:

  • Helping students identify their strengths.
  • Encouraging the student to connect with campus services and activities.
  • Promoting decision making and providing support and as students develop educational goals.
  • If an updated psychoeducational assessment is needed, looking into your insurance benefits to determine what portion of the assessment can be covered.
  • Providing support and encouragement as your student navigates through the exciting and often stressful transition to, post-secondary education.

 

Accessible Learning Services Role:

Accessible Learning Services offers support by:

  • Meeting with students to support their transition to Mohawk College.
  • Reviewing documentation and obtaining additional documentation as required, including funding options (i.e. updated psycho- educational assessment, medical documentation, etc.).
  • Working with students to create an accommodation plan to support disability related needs.
  • Assessing students for learning and adaptive technology needs, and providing services and resources to support access and/or facilitate loan or purchase of equipment.
  • Providing alternative format materials.

 

The Duty to Accommodate

Accommodations are changes in the traditional rules and procedures surrounding teaching and testing which allow students with disabilities to participate on a ‘level playing field’.

In Ontario, post-secondary institutions have ‘a duty to accommodate’ students with disabilities. This means that institutions are expected to make every reasonable effort to accommodate students with disabilities.

Accessible Learning Services and your student work together to develop an accommodation plan.

Please be aware that Accessible Learning Services may need time to arrange accommodations.

Confidentiality

The Freedom of Information and Protection of Privacy Act (FIPPA) guides Mohawk College’s confidentiality and consent policies. While Accessible Learning Services recognizes the value of parent and caregiver support, completion of an external consent form is required to discuss a student’s accommodation needs with a parent or caregiver.

Secondary School Educators Guide

We support students with disabilities to transition to Mohawk College

Mohawk College is committed to assisting our educational partners in the community help their students transition to Mohawk. For students with disabilities, and those that suspect they have a disability, registering with Accessible Learning Services early helps facilitate a smoother transition, and may facilitate long-term academic success. This document is meant to assist secondary school educators while they support students with disabilities to transition to Mohawk College.

Important Notes
Early Identification --- While there is not a deadline to register, connecting with Accessible Learning Services at least 3 months prior the start of the semester is strongly recommended. For students with high accommodation needs (for example blind, low vision, deaf, hard of hearing) registering with Accessible Learning Services 5 months prior to the start of the semester is recommended.

Support Teams and Their Roles
Secondary School Educator Role
Secondary school educators can offer transitional support to students by:

  • Assisting the student to access career counselling available at secondary school to ensure good program fit.
  • Preparing a package of disability related documentation for the student to then give to Accessible Learning Services along with their intake form.
  • Supporting students to obtain an updated psychoeducational assessment if funding is available through the school board or guardian’s insurance.
  • Informing students that they are responsible for providing their disability documentation to Accessible Learning Services and advising them that the secondary school will not be sending their documentation automatically.
  • Helping students to articulate their strengths and challenges.
  • Encouraging students to connect with campus services and activities.
  • Promoting decision making and providing support and understanding for students as they develop their own educational goals.
  • Providing support and encouragement.

 

Student’s Role

  • The independence Mohawk College offers means that students are responsible for:
  • Disclosing their disability to Accessible Learning Services.
  • Disclosing is at the sole discretion of the student.
  • Providing appropriate disability documentation in a timely manner.
  • Following procedures for requesting and accessing accommodations.
  • Distributing their accommodation plan and discussing accommodations as needed.
  • Updating Accessible Learning Services if their accommodations are not being met or their needs have changed.

 

Mohawk Accessible Learning Services Role
Accessible Learning Services offers support by:

  • Meeting with students to support their transition to Mohawk College (after student is a confirmed applicant).
  • Reviewing disability documentation and guiding students to obtain additional documentation as required, including funding options (i.e. updated psycho- educational assessment, medical documentation, etc.).
  • Working with students to create an accommodation plan to support disability related needs.
  • Consulting with faculty, staff and community agencies as needed to meet accommodation requirements.
  • Assessing students for learning and adaptive technology needs, and providing services and resources to support access and/or facilitate purchase.
  • Providing alternative format materials.

 

Opting into Full-Time Benefits

A student accessing a reduced course load who is considered part-time using the College definition can opt in to full time benefits so that the costs of these benefits are part of the student’s tuition. Full-time benefits include access to the David Braley Athletic and Recreation Centre, Student Health Insurance, and HSR Bus Pass. Instructions and timeline to opt out of the health insurance are located on the MSA website. The students Accessibility Counsellor will discuss the need to opt-in to benefits.

Important Notes

Students Being their Own Advocate --- Mohawk College students are considered independent adults and are expected to communicate directly with Accessible Learning Services, professors and College staff.