Policies and Procedures
Our work with students with disabilities at Laurier is guided by the following University policies and procedures. Please contact any member of the Accessible Learning Leadership Team if you have any questions about how these policies and procedures apply to you.
Statement of Confidentality
This statement explains the kind of information that Accessible Learning collects when working with students with disabilities, who can access this information and for what purposes, and how we store and delete this information over time.
Statement of Confidentiality
Accessible Learning collects, stores, and uses personal and health information as is reasonably required to provide disability-related services under the legal authority of the Wilfrid Laurier University Act (1973, amended 2001) and in accordance with the Freedom of Information and Protection of Privacy Act (RSO 1990, c. F. 31).
Accessible Learning collects information from students about their disability, functional limitations stemming from their disability, and other disability-related information sufficient to support accommodation planning for studies at university. Accessible Learning also collects information about the student's academic studies at Laurier, including academic status, as well as identifying information such as name, birthdate, contact information, and emergency contact details.
Accessible Learning collects this information to provide accommodation services and supports to students with disabilities. Examples of supports and services include determining a student’s eligibility for accessibility services, developing individualized accommodation plans, determining eligibility for university and government bursaries, facilitating referrals to on and off-campus supports and services, and supporting informal or formal academic appeals.
Further information about how the university collects, uses, and discloses personal information can be found in Laurier’s Notice of Collection, Use or Disclosure of Personal Information and Policy 10.1 Privacy Protection and Information Access.
Collection of Personal Information
Accessible Learning primarily collects information through the disability documentation it requires from students when registering with the service. Information is also collected directly from students through in-person, phone or video meetings, email communications, and from their Laurier student account through LORIS.
During the intake process, Accessible Learning intake professionals may contact the healthcare provider named on submitted documentation to clarify the information it contains. This contact is limited to confirming if the student has a disability and clarifying information provided about the student's functional limitations and access needs sufficient to support accommodation and support planning. Students agree to this contact during the registration process.
For any contact between Accessible Learning and a student's healthcare provider beyond clarifying information on submitted documentation as described above, students will be asked to provide specific and written consent.
Students are required to submit their disability documentation to Accessible Learning via upload to our secure server.
Accessible Learning does not accept documentation by email because this medium is not secure.
Indirect Collection
Accessible Learning does not permit indirect collection of personal information from third parties or family members without the student's explicit knowledge. Personal information submitted to Accessible Learning without the student’s direct knowledge will not be accepted.
Confidentiality and Protection of Personal Information
The University is committed to maintaining confidentiality to the greatest extent possible when providing academic accommodation and related support services to students with disabilities. All information provided by students, including written documentation related to their disability and information disclosed by students to Accessible Learning personnel during in-person, phone, or video meetings, or in email communication, is held in strictest confidence. Accessible Learning ensures that the personal information collected from students is protected from unauthorized access, modification, use, disclosure, or destruction. Accessible Learning’s collection, use and maintenance of student personal information is monitored and managed according to the University’s policies and service standards and in compliance with privacy legislation.
Accessible Learning collects and maintains student electronic records through the Accessible Information Management (AIM) solution. As per Policy 9.5 External Information Technology and Cloud Services Policy, a Privacy and Security Impact Assessment was completed on AIM and approved its use for confidential internal and restricted information, which includes personal health information. Users should be aware that AIM is a cloud-based solution and that the data they submit to Accessible Learning through AIM is encrypted and stored on AIM servers outside of the university.
Accessible Learning also maintains records in hard copy for students who registered with Accessible Learning before January 2019. These files are kept in locked filing cabinets housed within Accessible Learning spaces on Waterloo and Brantford campuses. Only Accessible Learning personnel is authorized access to student records that are collected and maintained by Accessible Learning.
File Destruction Schedule
In accordance with the following file maintenance schedule, students can request electronic copies of their information with Accessible Learning even after leaving Laurier:
- Paper Files - Files created for students who registered with Accessible Learning before 2019 are maintained for eight (8) years after they first registered, or one (1) year after they leave Laurier if they were registered with Accessible Learning for longer than eight (8) years.
- Electronic Files - Files created for students in our electronic client management system after 2019 are maintained for eight (8) years after their last contact with Accessible Learning.
Once these time periods have passed, Accessible Learning electronically deletes or shreds files via a confidential shredding service.
Privacy Breach Protocol
In accordance with the University’s Privacy Breach Protocol, Accessible Learning is obligated to notify the Privacy Office of any confirmed or suspected breaches of personal privacy, including accidental or unauthorized disclosure, access, theft or loss.
Use and Disclosure of Personal Information
Accessible Learning does not share information about a student's disability with anyone else within or external to Wilfrid Laurier University without the student's explicit consent. Accessible Learning personnel will communicate with others about a student’s disability in relation to their need for accommodation, such as with parents or health care providers, only at the student’s explicit request and their written consent. Information about accommodations will be shared as noted below.
Students are not required and are advised not to share any information about their disability with anyone outside of Accessible Learning for the purposes of obtaining academic accommodations including with instructors or staff within academic departments.
Information about a student's disability, their registration with Accessible Learning, and/or their receipt of academic accommodations does not appear on any official file with the University, including transcripts, LORIS accounts, or degree documents.
Exceptions
There are some exceptions where the University may be required to disclose personal information about students with others. These exceptions include but are not limited to:
- In accordance with University policy
- If there is a known risk of serious harm to the student or another person
- In the case of apparent, reported, suspected or potential child abuse or neglect
- In response to a court order or summons for records or testimony
- If a student reports sexual abuse by a Regulated Health Care Professional
- In compassionate circumstances, to facilitate contact with a spouse, a close relative or a friend of an individual who is injured, ill, or deceased
- To an institution or a law enforcement agency in Canada if:
- the disclosure is to aid in an investigation undertaken by the institution or the agency with a view to a law enforcement proceeding, or
- there is a reasonable basis to believe that an offence may have been committed and the disclosure is to enable the institution or the agency to determine whether to conduct an investigation
Sharing of Accommodation-Related Information
Letter of Accommodation
Accessible Learning issues to all students a valid Letter of Accommodation (LoA) once their accommodation plan has been finalized.
The LoA serves as a written agreement between Wilfrid Laurier University and the student outlining the academic accommodations for which they have been approved. No information pertaining to the student's disability is reproduced on the LoA.
Accessible Learning works with students to communicate the accommodation information contained in their LoA to instructors, teaching assistants, academic departmental staff and administrators, practicum and field placement staff, and others as required. Communication of accommodation information is essential to ensuring that all accommodations are properly implemented in a timely fashion for students with disabilities at Laurier. Laurier also shares accommodation information using direct electronic feeds with departments such as Online Learning, and other units involved with arranging student academic accommodations for final exams.
In all these communications, Accessible Learning shares accommodation information only on a need-to-know basis sufficient to facilitate implementation of the student's accommodations. No information about the student's disability or the reason for their registration with Accessible Learning is ever shared in these communications.
Student Queries
Student may speak with the Manager, Operations and Student Services regarding any questions or concerns they have about how their personal information is collected, used, stored, shared, or disclosed by Accessible Learning.
Appeals
Students concerned about decisions made by Accessible Learning employees regarding their academic accommodations or bursary applications are encouraged to speak directly with the employee or the employee's manager. The vast majority of student concerns are satisfactorily resolved through these informal conversations.
Accessible Learning is required by the Ontario Human Rights Commission to have a formal process by which students can appeal our decisions, especially with respect to the academic accommodations and bursary applications we approve. When students feel their concerns have not satisfactorily addressed through informal conversations, they can initiate the formal appeal procedures as outlined below.
Purpose
To provide an accessible, effective appeal process for students with disabilities dissatisfied with accommodation decisions made by Accessible Learning.
Preamble
Accessible Learning is a unit within Student Affairs and reports to the Dean of Students with a mandate to: (a) assess student requests for academic accommodations, (b) approve academic accommodations needed to ensure a student’s equitable access to the learning environment, (c) approve stuident applications for provincial and university bursaries established specifically for students with disabilities, and (d) students and the university on all matters pertaining to the accessibility and accommodation needs of students with disabilities.
Students with disabilities have the right to a transparent and fair accommodation process in which their access needs are assessed in a dignified manner.
Students with disabilities also have a right to appeal Accessible Learning decisions about their accommodation plan without reprisal and to have their appeal addressed promptly.
Nothing in this accommodation appeal procedure precludes students from seeking redress of Accessible Learning decisions through other appeal or complaint mechanisms available to them on or off-campus, including through Laurier’s Office of Human Rights and Conflict Management or the Ontario Human Rights Tribunal.
Terms
Academic Accommodation: Adjustments to the learning environment or specific elements of academic tasks and activities that facilitate equitable access for students with disabilities.
Accessible Learning Online: Accessible Learning’s client management system.
Appeal: Oral or written statement by a student communicating their dissatisfaction with an accommodation(s) granted or denied by Accessible Learning.
Regional Assessment and Resource Centre (RARC): The RARC, a Centre of Excellence located at Queen’s University and independent of Laurier, employs a team of clinical psychologists with expertise in administering and interpreting psycho-educational and neuropsychological assessments. Funded by the Government of Ontario, the RARC is mandated to deliver assessment services and conduct research in using psycho-metric assessments for understanding the learning and access needs of students with learning, attention, autistic, and mental health disabilities.
Roles
Accommodation Consultant (Consultant): Accessible Learning professional responsible for approving individualized academic accommodation plans and assessing students’ disability-related need for access to bursary programs. Leads First - Level appeal process.
Associate Director, Academic Accommodations: Supervises the work of Accommodation Consultants and advises on decisions related to academic accommodation and bursary applications. Leads second-level appeal process.
Director: Responsible for the overall strategic direction of Accessible Learning and ensuring delivery of accessible, dignified services that facilitate equitable access to the learning environment at Laurier. The Director conducts Third-Level appeal reviews and issues final decisions regarding academic accommodations and ALAB or ALAG bursary decisions.
Accommodation Appeal Process
Timeline for Appeal Submission
Students can appeal their accommodations at anytime during academic year. However, Accessible Learning may or may not be able to apply changes resulting from the appeal, if applicable, in time for imminent academic deliverables. For example, accommodations changes may not be applied in time for December final exams if a student submits their appeal late in November.
The University acknowledges its obligations under the Code to consider accommodation appeals submitted after the end date of course, also known as retroactive accommodation requests. The Director of Accessible Learning engages with the student, the instructor(s), department head, dean, and Office of the Provost in considering these requests and the faculty will communicate decisions directly to the student.
First – Level Appeal
Students must engage directly with their Accommodation Consultant first when appealing their accommodation before proceeding to Second-Level Appeal. Students who have significant concerns about the quality of service they received during the accommodation development process can contact the Associate Director, Academic Accommodations, for guidance.
Students may submit their accommodation appeal to their Accommodation Consultant in one of two ways: through email, or during an accommodation appeal appointment.
Students should communicate the following in their accommodation appeal:
- The accommodation for which they believe they were eligible but were denied.
- Information about their disability they believe the Consultant did not consider or considered incorrectly when determining their accommodation needs.
- Whether the information referred to in “2.” was provided to Accessible Learning (a) in their disability documentation, or (b) through a self-reported description of their disability.
- Any additional disability documentation they have that supports their appeal, if available.
- The impact of being denied this accommodation on their equitable access to the learning environment.
First – Level Appeal Granted
If the Consultant determines that the requested accommodation or a variation of the accommodation can be granted based on information in the student’s appeal, they will make the change in Accessible Learning Online within 10 business days and email confirmation to the student along with their updated letter of eligibility.
First- Level Appeal Denied
If the requested accommodation is denied, the Consultant must communicate their decision in writing to the student within 10 business days of having received the appeal. Consultants must communicate the following information to the student in their written decision to deny a student’s appeal:
- Information about the student’s disability they considered and/or reconsidered, including documentation currently on file and any additional documentation the student submitted (if applicable)
- Information about the student’s disability that is missing or unavailable that may have impacted the decision.
- Input they sought from the Associate Director in considering their decision, if applicable.
- Next steps available to the student in appealing this decision.
Second – Level Appeal
Students who remain unsatisfied with an accommodation decision made by their Consultant can request a second level review by the Associate Director via email.
Students should communicate the following in their accommodation appeal:
- The accommodation for which they believe they were eligible but were denied.
- Information about their disability they believe the Consultant did not consider or considered incorrectly when determining their accommodation needs.
- Whether the information referred to in “2.” was provided to Accessible Learning (a) in their disability documentation, or (b) through a self-reported description of their disability.
- Any additional disability documentation they have that supports their appeal, if available.
- The impact of being denied this accommodation on their equitable access to the learning environment.
The Associate Director will review the student’s file, including all information and communication gathered in the first level appeal. The Associate Director may ask to meet with the student to obtain additional information as required. The Associate Director may also initiate an independent documentation review (see below).
Second – Level Appeal Granted
If the Associate Director determines that the requested accommodation or a variation of the requested accommodation can be granted, they will make the change in Accessible Learning Online within and email confirmation to the student and the Consultant. The Consultant will then issue an updated eligibility letter to the student within 10 business days.
Second- level Appeal Denied
The Associate Director will communicate their decision to deny the requested accommodation in writing to the student and the Consultant within 10 business days of having received the student’s appeal.
The Associate Director will communicate the following information in their written decision when denying a requested accommodation upon appeal:
- Information about the student’s disability they considered.
- Information about the student’s disability that is missing or unavailable that may have impacted on their decision.
- Additional information they sought from the student in considering their decision, if applicable.
- Next steps available to the student in appealing this decision.
Independent Documentation Review
Appeals that centre around interpretation by Accessible Learning of a student’s disability documentation, such as psycho-educational assessments, neuropsychological assessments, or complex mental or health assessments will be submitted for third-party review.
When Accessible Learning determines it needs to pursue a documentation review before issuing a final decision on the student’s accommodation request, the Associate Director will communicate this to the student before carrying out the process outlined below.
Please see the RARC Documentation Reveiw Email Templates for more details on the commuication process.
The documentation review will be conducted by the Regional Assessment & Resource Centre (RARC)
The following process will be employed:
- Associate Director will notify the Director of Accessible Learning and the student of the referral.
- Accessible Learning will anonymize the student’s documentation, removing all information that may identify the student, their family members, and the issuing professional.
- Accessible Learning will securely transmit the student’s anonymized disability documentation with a written request to the RARC with a copy to the student, stating the Accessible Learning seeks the following:
- Their qualified interpretation about whether the assessment confirms if the student is a person with a disability and the disability diagnosis(es).
- A description of the student’s functional limitations that stem from their disability as indicated by the assessment results.
- A professional opinion about how the identified functional limitations impact on the student’s access to the learning environment at university.
- A list of recommended academic accommodations based on their interpretation of the assessment results.
- The RARC will communicate to the Associate Director the results of the review in writing. Accessible Learning will share a copy of the review with the student.
The Associate Director will decide on granting the student’s accommodation request based on the independent documentation review. In granting the request, the Associate Director will also consider whether to apply any other accommodations recommended in the documentation review which may include adding, removing, increasing or reducing accommodations. The Associate Director will implement this change immediately in Accessible Learning Online, and email confirmation to the student and Consultant. Accessible Learning will also issue an updated eligibility letter to the student and their instructor.
If the Associate Director denies the requested accommodation following the documentation review, they will communicate their reasons for this decision in writing within 10 business days upon receipt of the review report and will inform the student of the next steps available to them in their appeal.
Third – Level Appeal
If the Associate Director denies the student’s appeal on its own, or following an independent documentation review, they will inform the student that they may appeal to the Director.In cases involving significantly complex accommodations, accommodations in placement or decisions that may alter university policies or processes, the Associate Director may also bring the student’s appeal directly to the Director for response.
The Director will review information in the student’s Accessible Learning file gathered by the Consultant and the Associate Director, including results of an independent documentation review (if applicable) and the rationale given for each decision. The Director may also meet with the student personally to gather additional information.
If the Director decides to grant the requested accommodation, they will implement this change in Accessible Learning Online within 10 business days and email confirmation to the student, with a copy to the Consultant and Associate Director. The Consultant will issue an updated eligibility letter to the student.
If the Director denied the student’s appeal, they will communicate to the student the reasons for their decision via email within 10 business days upon receipt of the appeal. The Director’s decision is final.
Purpose
To provide an accessible, effective appeal process for students with disabilities dissatisfied with bursary decisions made by Accessible Learning.
Preamble
Accessible Learning is a unit within Student Affairs and reports to the Dean of Students with a mandate to: (a) assess student requests for academic accommodations, (b) approve academic accommodations needed to ensure a student’s equitable access to the learning environment, (c) approve stuident applications for provincial and university bursaries established specifically for students with disabilities, and (d) students and the university on all matters pertaining to the accessibility and accommodation needs of students with disabilities.
Students with disabilities have the right to a transparent and fair desicion making process within Accessible Learning regarding bursaries established specifically for them by Laurier or the government.
Students with disabilities also have a right to appeal Accessible Learning decisions about their bursary application without reprisal and to have their appeal addressed promptly.
Nothing in this accommodation appeal procedure precludes students from seeking redress of Accessible Learning decisions through other appeal or complaint mechanisms available to them on or off-campus, including through Laurier’s Office of Human Rights and Conflict Management or the Ontario Human Rights Tribunal.
Terms
Accessible Learning Online: Accessible Learning’s client management system.
Appeal: Oral or written statement by a student communicating their dissatisfaction with a bursary application granted or denied by Accessible Learning.
Bursary for Students with Disabilities (BSWD): A government-funded bursary program intended to help students with financial need meet their disability-related educational cost for specialized services and equipment.
Accessible Learning Accommodation Bursary (ALAB) or Accessible Learning Accommodation Bursary for Graduate Students (ALAG): Laurier bursaries supported by donors, endowments, and student contributions available exclusively for students with disabilities who are: (a) registered with Accessible Learning, and (b) do not qualify for or have exhausted their eligibility for the BSWD.
Roles
Accommodation Consultant (Consultant): Accessible Learning professional responsible for assessing a student's disability-related need for access to bursary programs. Leads First - Level appeal process.
Associate Director, Academic Accommodations: Supervises the work of Accommodation Consultants and advises on decisions related to academic accommodation and bursary applications. Leads second-level appeal process.
Director: Responsible for the overall strategic direction of Accessible Learning and ensuring delivery of accessible, dignified services that facilitate equitable access to the learning environment at Laurier. The Director conducts Third-Level appeal reviews and issues final decisions regarding academic accommodations and ALAB or ALAG bursary decisions.
Financial Aid: Unit at Laurier responsible for advising students on financial assistance programs including the Ontario Student Assistance Program and the Bursary for Students with Disabilities.
Timeline for Bursary Appeal Submission
Students wishing to appeal a bursary decision by Accessible Learning must submit their appeal by the following timelines:
BSWD: 30 calendar days prior to bursary application deadlines posted on the Accessible Learning website.
ALAB/ALAB: 15 calendar days prior to the last day of each term.
First – Level Appeal
Students may submit their bursary appeal to their Accommodation Consultant in one of two ways: through email, or during a bursary appeal appointment.
Students should communicate the following in their bursary appeal:
- The item and/or service they are for which they believe they were eligible but were denied.
- Information about their disability they believe the Consultant did not consider or considered incorrectly when assessing their bursary eligibility.
- Whether the information was provided to Accessible Learning (a) in their disability documentation, or (b) through a self-reported description of their disability.
- Any additional disability documentation they have that may support their bursary application.
- How the item/service request: (a) stems specifically because of the student’s disability, (b) is required to remove a barrier and ensure equitable access to the learning environment, and (c) is required only because they are a student attending university (i.e., would not be required if they were not attending university).
First – Level Appeal Granted
If the Consultant determines that the student is eligible to submit a bursary application for the requested item/service after considering the student’s appeal, they will submit a rationale in Accessible Learning Online for review by the Associate Director within 10 business days and email confirmation to the student.
First- Level Appeal Denied
If the requested bursary application is denied, the Consultant must communicate their decision in writing to the student within 10 business days of having received the appeal. Consultants must communicate by email a written decision outlining the information they considered in denying the student’s appeal, including:
- Details about the student’s disability, including missing or unavailable information, if applicable.
- Government or university bursary guidelines,
- Input from the Associate Director, if applicable. Next steps available to the student if they wish to appeal the consultant’s decision.
Second - Level Appeal
Students who remain unsatisfied with a bursary decision made by their consultant can request a second level review by the Associate Director via email.
The Associate Director will review the student’s file, including all information and communication gathered in the first level appeal. The Associate Director may ask to meet with the student to obtain additional information as required.
Second – Level Appeal Granted
If the Associate Director determines that the request for bursary application can be granted, they will email confirmation to the student and the Consultant within 10 business days. The Consultant will then meet with the student to complete the application.
Second- Level Appeal Denied
The Associate Director will communicate their decision to deny the requested bursary application in writing to the student and the Consultant within 10 business days of having received the student’s appeal.
The Associate Director will communicate the following information in their written decision when denying a bursary appeal which may include:
- Information about the student’s disability they considered and/or reconsidered.
- Government or university bursary guidelines
- Details about the student’s disability, including missing or unavailable information, if applicable.
- Additional information they directly from the student, if applicable.
- Next steps available to the student in appealing the Associate Director’s decision.
Third - Level Appeal
If the Associate Director denies the student’s appeal, they will inform the student that they may appeal to the Director. The Associate Director may also bring the student’s appeal directly to the Director for response.
The Director will review information in the student’s Accessible Learning file gathered by the Consultant and the Associate Director, and the rationale given for each decision. The Director may also meet personally with the student to gather additional information.
Third – Level Appeal Granted
If the Director decides to grant the bursary application, they will notify the student within 10 business days, with a copy to the Consultant and Associate Director.
Third – Level Appeal Denied
ALAB/ALAG: If the Director denies the student’s appeal for the ALAB or ALAG, they will communicate to the student the reasons for their decision via email within 10 business days upon receipt of the appeal. The director’s decision is final.
BSWD: If the Director denies the student’s appeal for the BSWD, they will communicate to the student the reasons for their decision within 10 business days upon receipt of the appeal and inform them of their option to appeal directly to the Ministry.
Ministry Appeal – BSWD only
Students unsatisfied with a decision by Accessible Learning regarding their request for equipment and/or service funding through the Bursary for Students with Disabilities (BSWD), can ask the University to submit their request directly to the Ministry for consideration through the following process:
- Inform their consultant by email that they want Laurier to submit their BSWD request directly to the Ministry for review.
- State the following in writing: (a) the services and/or equipment they are requesting through the BSWD, (b) the rationale for why they need these services and/or equipment specifically because of this disability and only because they are attending university, and (c) the barriers in the learning environment that these services and/or equipment will remove.
- The student may also include documentation from qualified health care providers that supports their request, if applicable. and any supporting documentation.
Consultant will contact Financial Aid to confirm that the student meets the BSWD financial eligibility (i.e., previously approved for $1 or more of OSAP and have submitted the Ministry’s Disability Verification Form).
Accessible Learning will arrange for the student to complete and sign the BSWD application. Accessible Learning will submit the student’s written appeal, their signed BSWD application, and its own written rationale for denying the student’s BSWD funding request.
Financial Aid will submit all documents to the Ministry for review and communicate to the student and Accessible Learning the Ministry’s final decision.