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Documentation Requirements

If you’re seeking academic accommodation from the Accessible Learning Centre, you’re required to provide current supporting documentation that confirms your disability. This documentation 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.

Psychoeducational assessment only (completed using adult normed tests).

AD/HD.

Psychoeducational assessment (completed using adult normed tests) 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.

A psychoeducational assessment entitles you to the full supports available through Accessible Learning provided it includes the following criteria:

  • Appropriate standardized tests of ability; for example, the WAIS-IV.
  • Appropriate standardized tests of Information Process; for example, the WMS-IV.
  • Appropriate standardized tests of achievement. Ideally, each of the following achievement areas are sampled:
    • reading (decoding, comprehension, and fluency)
    • writing (mechanics, expression, and fluency)
    • math (calculation, conceptualization, and fluency)
  • Evidence of a significant discrepancy between (at least) normal ability and one or more achievement areas (such as reading, writing, and math), along with evidence of a significant impairment in at least one type of information processing that may logically account for this discrepancy.
  • Relevant medical developmental, educational, and family history.
  • The ruling out of other potential causes of the discrepancy noted above.
  • Behavioural observations and a statement confirming the validity of test results.
  • Test results reported and interpreted.
  • A clear diagnostic statement.
  • Recommendations and suggestions based on test results, relevant to the postsecondary setting.
  • Signature of a registered, licensed Psychologist or Psychological Associate.