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Documentation Requirements

If you’re seeking academic accommodation from the Accessible Learning Centre, you’re required to provide a current psycho-educational assessment that confirms the disability. This report must demonstrate clear evidence that the accommodations requested are appropriate and relevant given the nature of the disability and the demands of the university environment for which they are being recommended.

Documentation Requirements by Disability

Disability

Documentation

Deaf/deafened/hard of hearing.

Current Audiologist assessment (dated within the last year).

Blind or visually impaired.

Ophthalmologist report, CNIB registration number or physician’s assessment or low vison assessment.

Medical or physical condition.

Assessment from physician or specialist (dated within the past six months).

Acquired brain injury/Post-concussive syndrome.

Current medical assessment, neuropsychological assessment or SCAT5 (dated within the past six months).

Mental health.

ALC medical form completed by a physician, psychologist, psychiatrist or a psychiatric (dated within the past six months).

Learning disability.

Psycho-educational assessment only (dated with in the last three year).

AD/HD.

Psycho-educational assessment (dated with in the last three year) or the AD/HD verification form (dated within the past six months).

Documentation should be submitted on letterhead with original signature, with the following:

  • Confirmation of the presence of a disability.
  • Functional impact of disability and/or treatment plan on academics.
  • Specific recommendations regarding appropriate academic accommodation.

Requirements for Psycho-Educational Assessments

If you do not have a current assessment you may, upon receipt of copies of previous assessments and/or Individual Education Plans (IEPs), be provided with limited interim support and accommodations while awaiting a current assessment to be completed within the prescribed timeline.

A prior history of receiving accommodations in high school settings is not a guarantee that accommodations will be granted at the university level. Diagnosis of a learning disability is not the same as identification of an educational need in elementary or secondary school systems, so it’s important to follow our guidelines to receive the necessary accommodations.

We will assist you in obtaining a current assessment if needed and explain some of the possible funding supports. The psycho-educational assessment report must meet the following requirements:

  • The assessment must be completed within the last three years wherein testing that is done by the psychologist is completed using adult versus child scale tests (such as the WAIS-IV, WMS-IV and WIAT III).
  • A clear diagnostic statement that you have a specific learning disability signed by a registered psychologist or psychological associate qualified and experienced in the diagnosis of learning disorders. The diagnostician must be legally allowed to undertake the controlled act of diagnosis.
  • Demonstration of academic underachievement relative to the average student is mandatory.
  • Evidence that academic impairments are logically related to observed deficits in specific psychological processes.
  • Recommendations must be tied to specific test results and must include a rationale and a description of the impact of the disability on academic functioning. Test scores must be provided using standardized measures.
  • Evidence that the identified deficit causes functional impairments as it relates to the university setting.
  • Evidence that the identified impairments are not better explained by other conditions, environmental/educational deprivation, lack of motivation, cultural or linguistic diversity, psychological disturbance or another co-existing condition.