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How can I, as a first year university student with a disability, learn to be an effective self-advocate with professors, tutors and other students at my school?


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Working Towards a Coordinated National Approach To Services, Accommodations And Policies For Post-Secondary Students With Disabilities

Service-Provider Open-Ended Responses

All open-ended comments and responses to survey questions were fully transcribed, with minimal changes made to preserve or clarify the sense of a comment. Where a word or phrase could not be made out, bracketed ellipsis points - [...I - have been added.

To protect the anonymity of respondents, we have attempted to change any references within a comment that might identify its source. Where, for example, the name of an institution, a building, a centre, or a city were included, we have attempted to replace these with another bracketed, non-specific reference - e.g. [the city].

To provide some context for understanding comments, the type of institution (e.g. college, university, Cegep) represented and the province or region are provided. In addition, student responses include the types of disabilities identified by the student.

Does your institution have a separate unit(s) (eg. office or centre) that provides special facilities, equipment or services for students with disabilities? If YES, please give the title of this unit and briefly describe its mandates (e.g. services offered, types of students served, etc.).

  • Services for students with disabilities mission is to advocate for, and create, an accessible and welcoming campus, so that students with disabilities have equal opportunities to experience full, productive and successful academic lives. All types of students can register at the office - learning disabilities, ADD/HD, mobility impairments, hearing impairments, visual impairments, chronic illnesses and psychological disorders. University, SK
  • The Learning Assistance Centre ('Room for Improvement') provides services for students on a drop-in basis. The centre provides accommodation services for students from the [College] Education Equity Group. These services include: tutoring on specific course content; remedial interventions for specific learning disabilities; developing organizational skills; arranging test accommodations - readers and scribes, quiet settings; general information in reading and math skills. The LAC houses cutting-edge assistive devices for those with learning and sensory impairments: Kurzweil Scanner; Kurzweil Voice; Dec- Talk Speech Synthesis; Zoomtext magnification; IBM Screen Reader; Braille Labeler; SARAW; Tape Materials; Accessible Word Processors. College, SK
  • Special Needs Office. The 8 recognized disability groups; note-takers, taped texts, examination accommodations; LD assessments, study skills/strategies; advocacy; physical accessibility of the campus; assistive devices; OSAP BSWD administration; housing issues; (and on and on and on!!). University, ON
  • Services to students with documented disabilities is provided through the Disabilities Services Program. Students without documentation may be referred to external resources to obtain documentation. The Disabilities Services Program provides services for Instructional and Learning- Related Accommodations - Priority Registration: alternate formats; sign language interpreters and real-time notetakers; specific courses or course sections to minimize effects of disability and/or complete their course of study - priority registration may not be necessary if there is ample room in the courses. Instructional and learning-related accommodations: deadline extensions; assistive devices or auxiliary aids; oral or sign language interpreters and note-takers in class; permission to audiotape lectures in accordance with Policy 5 17; special seating and preferential seating location; adjustments to lighting; course outline available prior to semester; course handouts and outlines converted to alternate formats; access to instructors' overheads and notes, when available; alternate forms of evaluation (e.g. alternatives to class presentations); breaks during class-time; use of assistive technology in the classroom and labs; modification of the length or number of assignments; modification of the weighting of assignments and exams. Technical accommodations: specialized computer hardware and software; FM transmitter receiver unit; electronic spell checker/thesaurus/dictionary; print enlarger; tape recorder. College, AB
  • The Disability Resource Centre - mandate - to facilitate an accessible learning environment. Services include: campus accessibility, information and advocacy; academic accommodation letters, adaptive technology support; assistive services coordination; faculty prospective; student information; volunteer assistance. DRC also supports all students who provide documentation of disability i.e. cross-disability. University, AB
  • Learning Assistance Centre - peer tutors; exam accommodation; note-takers, etc.; learning difficulties; ADD; learning disabled, etc. AND Health Services - gather resources to meet physical needs of students; student advocate; liaison with staff. College, AB
  • [The Centre] (Department of Student Development - Office of Student Affairs and Services) coordinates on-campus services for students with disabilities and those with short-term illnesses and injuries. Universiy - Atlantic Canada
  • [The Centre] provides equal access to higher education for students with disabilities. University, Atlantic Canada
  • [The Centre] - serves students with learning disabilities (LD). This is its only focus and purpose for existing. Office of the Dean of Students - serves students with disabilities except LD. However, this is not the main focus of this office, nor is the main purpose of this office on campus. University - Atlantic Canada
  • Office for Students with Disabilities to provide support services and advocacy for all students with documented disabilities as defined by the provincial human rights code. Policy development support for faculty and staff liaison with Ministry of Education and other Quebec Universities and Cegeps. University, QC
  • Services for Students with Disabilities - ensure that services are provided i.e. exam accommodations, notetakers, alternate format materials, interpreters, attendant care, computer support, priority registration. ALL students with documented disabilities including learning disabilities and chronic medical illnesses. cegep, QC
  • Computer lab with specialized equipment. Also specialized equipment in library and learning centre. Cegep, QC
  • We have an Office for students with disabilities at the North and Lakeshore campuses. Therefore, there are 2 units but they are co-ordinated as one office for the whole college. College, ON
  • Special Needs Resource Centre - see attached. College, ON
  • Learning Assistance Centre - two mandates: 1) academic support for all students (tutoring workshops), 2) Services for students with disabilities. University, ON
  • Actually the answer could have been yes to both question 8 and 9. Our Learning Support Services area offers peer tutoring and study skills workshops to ALL students. Students with disabilities, however, have access to individual ASL interpreters, tutoring, note-taking, extra time for testing, certain computers and equipment, etc. These latter services are not available to the general student population. College, ON
  • Student Services includes special needs services, counseling, peer services and career centre. College, ON
  • Disability Services Office. University, ON
  • Special Services to Persons with Disabilities facilitates the integration of students who have disabilities into the university, provides supports and services, advising and advocacy - supports students who have disabilities and chronic health conditions (i.e.: sign language interpreters, notetakers, LD assessments, remedial tutoring, exam accommodations, texts in alternate formats, parking, transportation, ATRC); 2) Adaptive Resources Centre; 3) Library Services and Persons with a Disability. University, ON
  • Centre for students with disabilities (Special Needs) to provide accommodations for students with disabilities. System devices, extended time, tutors, note-takers, oral exams, text on tape, specialized computer programs. Mobility, visual, learning, medical, emotional impairment and learning disabilities. College, ON
  • Student Office of Alternative Resources with a wide range of accommodations provided to students with disabilities including deaf-hard-of-hearing, vision impaired, mobility impaired, learning disabled and medical problems. Support services arranged through evaluation of assessments and interview. College, ON
  • Disability Services Office. [policy statement] Consistent with the provisions of the Ontario Human Rights Code and Canadian Charter of Human Rights and Freedoms, [The College] is committed to equal opportunity for students with disabilities. We acknowledge the unique requirements of individuals with disabilities and recognize the obligation to provide equal access to educational services, programs and facilities. To facilitate access, we endeavor to maximize the opportunities for special needs students in college programs, and in so doing, assist the student to meet the academic standards set out by [The College]. College, ON
  • The Centre for Students with Disabilities offers educational support and accommodations for students with disabilities. This includes students applying to and attending college, with a learning disability, physical disability, blind, visually impaired, deaf or hard of hearing, medical of mental health disability, or multiple disabilities (see attached). College, ON
  • [The University] is committed to providing access to all academically qualified students regardless of race, religion, gender, age or disability, and to creating an atmosphere that ensures equality of treatment and opportunity for all. Although [The University] has no specific formalized policy statements regarding students with disabilities, we have formed a committee that is working on these issues [this has changed since the '91-'92 report]. In the meantime, we adhere very closely to the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, and the Employment Equity Act in order to ensure that the legal obligations at the university for its disabled population are met. The University's stance on providing an educational environment suitable for special needs students is to encourage assimilation and deter "ghettoization" of services and accommodations necessary to eliminate as much as possible the effect of a disability. University, ON
  • The Access Centre - serves students with medical, physical, psychiatric and learning disabilities, blind/visually impaired, deaf-and-hard-of-hearing; Makes arrangements for special needs - e.g. sign language interpreters, attendant care; alternate test/exam service; counseling; disability related technology and training - e.g. computers with specialized programs, dragon dictate, Jaws, etc; educational coaching; psycho-educational testing for LD; pilot project in "Strategic Contact Learning" - remedial strategies for tutoring; private, comfortable space for those with medical needs. University, ON
  • [The Centre] - Learning Disability Coordinator; Physical Disability Coordinator/volunteer Program; Non- Visible (Psychiatric) Coordinator; 2) Adaptive Technology Centre in the library; 3) Exam Services; 4) Attendant Care Program. University, ON
  • Disability Services - is a unit within the Student Affairs Division. It promotes a Learning environment which supports the personal well-being and learning needs of students with disabilities. The unit is responsible for coordinating services and programs for students with disabilities, providing information regarding the educational implications of disabilities, + enhancing awareness of disability issues. The services offered are adaptations of existing services and are available to all students with disabilities including disabilities of temporary nature. Students served included those with mobility; hearing disability; deaf, visual disability; blind; learning disability; medical, psychological, psychiatric disability; manual dexterity; head injuries break and sprains. University, MB
  • Student Services Centre - staff of 5.5 including reception and supervisor; pre-admission advising; financial aid; counseling; academic advising; academic (learning skills support); services for aboriginal students; career planning and placement; services for students with special needs. College, MB
  • Counseling Department - Counseling, student advising, services to students with disabilities, international student services. College, AB
  • There is ONLY one (full-time) counsellor at [the College] with the Student Services Department to provide personal counseling and support services to all ACAD students who request assistance whether students with learning disabilities or physical disabilities or nondisabilities. a College, AB
  • Services for Students with Disabilities. University, AB
  • Main campus - counseling department - contact point for applicants/students; liaises interdepartmentally with other relevant services - providing departments - Learning Services, Academic, res., rec. etc.; 2) [Second campus] - .5 FTE counsellor has similar function but limited additional services; 3) [Third campus] same as [second campus]. College, AB
  • Counseling Services - study skills, assessment, learning strategies, counseling. Learning Assistance Centre - peer tutoring, study skills, remediation for individual students. College, AB
  • Access for Students with Disabilities. University, AB
  • Services for Students with Disabilities; one instructor 15 hour/week Sept-June to provide supports/accommodations for students with any disability accessing regular programs. See about 70-90 students per year. College, BC
  • Disability Resource Centre - To support students with DA's by providing accommodations such as specialized adaptive equipment and software, classroom and exam accommodation and a place of refuge. University, BC
  • Services for Students with Disabilities - see attached brochure; Adult Special Education. College, B C
  • Counseling and Advising Centre provides core services to students with disabilities - 2 counsellors, 4 students responsible for delivering services. Assisted department head responsible for coordinated over 2 campuses. Also interpreting services, separate unit. College, BC
  • Centre for Students with Disabilities - serves all students with a disability; academic accommodations; classroom support, e.g. notetakers etc.; equipment lab; advocacy. University, BC
  • includes assistance in obtaining academic accommodations, adaptive equipment grants. Also deal with access issues on campus. University, BC
  • Support staff for Students with Disability; Students - two larger campuses only; Students served - those with disabilities and other barriers. College, BC
  • Disability Services - which has 2 locations: 1) Advising Centre; 2) Counselling Centre. All students services in DS centre - plus Achievement Resource Centre - ARC for tutoring, study skills - LD plus all other students. Writing and Math Centres also available to students with disabilities and all others. College, BC
  • Student Services - enrollment management, counselling, career services, admissions, liaison, advising, learning skills, writing centre - special equipment is available through this office. Student Services staff work with students with disabilities on academic, personnel and career issues. The Dean of Student Services is the coordinator of services to students with disabilities and is responsible for ensuring that the senate policy on special needs is enforced. University, MB
  • Student Services Department, in addition to access services (services to students with disabilities) this department provides: advising, counselling, first nations support, financial aid (student loans, grants, bursaries, scholarships), assessments, volunteer tutoring, peer helpers, human rights, and support to student government. This department also coordinates support for students who are in receipt of government income assistance. Student retention and success is a major function of Student Services. University, BC
  • 1) Office for Students with a Disability; 2) Resource Centre for Students with a Disability. Mandate: to provide assistance to students with disabilities. This

Does your institution have a separate unit(s) (eg. office or centre) that provides special facilities, equipment or services for students with disabilities? Does the unit receive its own operating budget from the university? If NO, where does it receive its budget from?

  • both from the Ministry of Education Skills and Training. College, BC Part of the budget comes from fees students pay with grants from the government. University, AB
  • Ministry of Education; MET, Grants. University, ON
  • government (federal and provincial). University, Atlantic Canada
  • A provincial government grant for DS services only. ARC is in base budget - serves all students. College, BC
  • Targeted funding Ministry of Education and Training. College, ON
  • Some of the resources are funded through the special needs Grant. Some expenses are absorbed by the college (e.g. counsellor salaries not part of SN grant allocation). College, ON
  • An endowment fund which the university helped raise. University, Atlantic Canada
  • Government of Quebec. Cegep, QC
  • Ministry of Education. Cegep, QC
  • M.E.T. University, ON
  • a VRS and Ministry of Comm and Social Services. University, ON

Are them any services which you offer (eg. sign language/interpretation) that are funded by an outside source? (eg. government) If yes, please list these outside sources.

  • During 97/98, the federal government through HRDC cost-shared the interpretation costs for a student. The province gives the post-secondary institutes a yearly grant for interpreting costs - the institute is supposed to carry it over if it is not used so the fund will grow. University, BC
  • VRS; ESS; Ins Co. College, ON Educational Support Services (ESS) - contracted. College, ON
  • Through another CEGEP for sign language; oral interpretation, but from the same Ministry of Education dept. Cegep, QC
  • VDRP, AB Government. College, AB
  • Interpreters can be billed to Department of Education; also, notetaking, paper, etc for students who are VRsponsored. If students are not sponsored - the university covers the cost; resources are NOT unlimited. University, Atlantic Canada
  • VRS, private insurance, HRDC. College, ON
  • Ministry of Education Skills and Training. College, BC
  • VRS; OSAP - Bursary for Students with Disabilities. University, ON
  • Texts on tape in large print or braille are provided through the Provincial Department of Education. University, MB
  • OSAP Disability Bursary. University, ON
  • VRDP Vocational Rehabilitation of Disabled Persons. University, SK
  • do assist students to access external funding for equipment and attendant care. University, BC
  • Vocational Rehabilitation, O.S.A.P. Bursary. College, ON
  • Through the Special Opportunities Grants (SOG) Program, some funds have been directed to the college's Learner Services Department to contract a tutor for a learning disabled student. The SOG program is NEW - I expect that more of this may arise. (Money is normally given to the student but can be given to the institution in certain cases.) College, AB
  • Intervenor - Canadian Deaf and Blind, Rubella Association. Sign Language - ESS when funds. College, ON
  • VRDP; WCB; Neil Squire. College, SK
  • Funding is given to [The College] for sign language interpreters in the Toronto area. College, ON
  • Interpreting, MOEST; Some other, VRS; taped books, CILS. College, BC
  • 1) Special Materials Services, Department of Education and Training, Government of Manitoba; 2) Vocational Rehabilitation for Disabled Persons; 3) Special Opportunities Grants. University, MB
  • Interpreters funding from Vocational Rehab Services. University, BC
  • Alberta gov (VRDP). College, AB
  • VRDP - Vocational and Rehabilitation Development Program. College, AB
  • braille services paid for by VRS for one student. University, ON
  • Sign language for undergrad students funded by VRS. [The University] pays for graduate students. University, BC
  • Government of Quebec. Cegep, QC
  • 1) VRS pays for educational supports for its clients; 2) Educational Support Services from CMS pays for interpreters for people taking one course; 3) insurance agencies (when adults return to school after being injured) - i.e. WCB; private insurance. College, ON
  • Bursary for students with disabilities, VRS (past), private insurance. University, ON
  • Adult Services Project - Equipment; Provincial Government - SOG (tutor, scribe, notetaker , etc.). College, BC
  • All students with the exception of one day per week coordinator time and 4 hours learning assistance time interpreting services also covered through ASE provincial grant. University, BC
  • Provincial Ministry of Education and SOG grants. Alumni donations. Fee from students agreed to by student referendum. University, QC
  • Federal and Provincial Grants. College, AB
  • Provincial and Federal governments. University, AB
  • Have in the past, cost-shared with Vocational Rehabilitation Services. College, ON
  • VRDP; Special Opportunities Grants (SFB); Alberta Advanced Education and Career Development. College, AB
  • Some students may receive funding from Vocational Rehab through Saskatchewan government, or a grant (Special Opportunity Grant) from Canada Student Loans. University, SK
  • Sign language interpreter services; some assistive service providers. University, AB
  • SETBC for equipment; provincial government for interpreters; federal government for student loans; ABESAP for literacy and ASE students. College, BC
  • Ministere de l'education. Cegep, QC
  • Voir 1 la - Fonds speciale - Min.Educ. Quebec. Cegep, QC
  • M.E.Q. (Vice le cegep designe i.e. [Cegep ...I.) Cdgep, QC
  • Gouvernement du Quebec par l'entremise du [Cegep ...I qui gere le service pour l'ensemble de la partie OUEST du Quebec. Cegep, QC
  • Nous sommes rattaches au [Cegep ...I et finances par la D.E.C. (Direction des etudes collegiale). Cegep, QC
  • SAIDE: Service d'aide a I'integration des eleves. [Cegep ...I. Services finances par le government. Cegep, QC
  • Allocation pour besoins particuliers versees par le Ministere de l'education a chacun des etudiants. Le bureau d'acceuil des etudiants handicapes paie les interpretes et les etudiants remboursant le Bureau d'Acceuil. University , QC
  • [Cegep ... ] pour le gouvernement provincial. Cegep, QC
  • [Cegep ...I (coordonne) selon les besoins des l'etudiants. (Plan d'intersection) Cegep, QC

In general, are the= any particular programs or services for which the assistance of volunteers is sought? If yes, please list these programs/services:

  • Readers, scanners, study skills assistants, library assistants, proof-reading, coaching. University, ON
  • Tutoring. University, Atlantic Canada
  • fitness; scribing; personal care. College, ON
  • Tutoring and Supplemental instruction. College, ON
  • We ask professors to assist in finding volunteer notetakers (fellow classmates). Each term, there are normally 1 or 2 volunteers interested in tutoring, or reading to blind students. University, Atlantic Canada
  • taping texts, in-class notetakerslscribes. University, A B
  • notetaking; readers; test aid services. College, ON
  • Peer tutoring. College, AB
  • Reading books on tape. University, QC
  • Notetaking, exam writing assistance, library assistance, laboratory assistance, reading into tape, individual help. University, AB
  • Material on the tape recording material not available from RFB and D. Cegep, QC
  • reading texts onto audiotape. University, BC
  • Business. Technology. College, ON
  • Classroom notetakers and 'study buddies'. College, B C
  • 1) Volunteer students with disabilities speak to other students; 2) occasional volunteers to act as classroom buddies for fire evacuation, to open non-automatic doors; 3) volunteers notetaker; 4) volunteers to assist with computer sofhvarekardware problem. University, MB
  • Mostly for reading books on tape. College, ON
  • Note-taking services in class - see attached sample of carbonated note paper. University, SK
  • Volunteers are trained and used as peer tutors for students with learning disability. University, Atlantic Canada
  • Notetaking; invigilating in some instances. University, ON
  • voluntary reading. College. ON
  • Peer tutors. College, AB
  • 1) notetaking in lectures; 2) classroom attendants; 3) luncheon assistants; 4) library research assistants. University, ON
  • Sparadraps: equipe de premier soins, Sports (intramural, inter collegial), journal etudiant, pairs aidants. Cegep, QC
  • Service de lecture pour les manuels de classe. Pairage occasionnel pour recherche a la bibliotheque ou ecrire les reponses aux examens. Maintenant, les services sont de plus en plus payes par le Ministere de l'education. Universzte, QC
  • Sport, groupes d'entre-aide, comites etudiants. Ckgep, QC
  • Lecture - accompagnement si en dehors des parametres du Gouv. Universite, QQ

Does your institution share any facilities, equipment or services for students with disabilities with other post-secondary educational institutions? If yes, please describe (eg. shared bus services, oral interpretation services, etc.):

  • Interpreters are shared by 3 postsecondary institutions around [the city]. However, these interpreters simply contract out services and work for themselves (i.e. self-employed - charge an hourly rate). College, ON
  • Oral interpreters. Ckgep, QC
  • Borrow each others expertise and technology - e.g. assistive technology expert may consult on use and application of a particular piece of technology. College, AB
  • Shared facilities with collaborating institution. University, AB
  • [The Centre] has provided interpreters, counselling, exam accommodation and assistive devices to students attending universities other than this one. University, Atlantic Canada
  • Interpreting services shared with other colleges. Physical education adapted equipment on loan. Cegep, QC
  • We are discussing sharing with [two other post-secondary institutions in the province]. College, AB
  • 1) We have shared transmitterlreceiver audio equipment for sign language interpreters to use when interpreting on stage; 2) We have shared publications manual and videos. University, MB
  • ATRC provides technical advice, special services works collaboratively with other universities to support visiting students. University, ON
  • Adult Services Project - equipment etc.; Oral Interpretation. College, BC
  • Adult Services Project coordinates loans of specialized equipment to all BC college institutes e.g. computers. College, BC
  • grand ecran, enregistrement de livres sur cassettes. College , QC
  • Transport adapte - administration des besoins speciaux (interpretes - preneurs de notes-lecteurs.) University, QC
  • Equipments specialises. Cegep, QC
  • Centre soutien technique de [Universite]. Appareillage informatique. Universiti, QC

Which of the following types of disabilities can be accommodated by your institution? Other?

  • Short-term illnesses and injuries. University, Atlantic Canada
  • Other disabilities, we'll do the best we can. We get very very few students with disabilities at [The university]. University, Atlantic Canada
  • TEMPORARY disabilities as a result of an accident. Cegep, QC

Are some students who request services required to pmvide documentation related to their disability? Ifyes, in what cases is this required and what kinds of documentation am mquested?

  • Government requires documentation attesting to disability for funding purposes. cegep, QC
  • Almost all disabilities require documentation from health care professional ... appropriate to disability. University, ON
  • 1) Documentation is required of all students; 2) a) clinical diagnosis, name of certifying professional, date of testing; b) effect of disability; how the disability affects the student; c) recommendations on how to facilitate student's daily functioning and prognosis (duration of disability); e) any other information student or certifying practitioner deems relevant. University, MB
  • In all cases - but varies with nature of disability. e.g. for visual impairment, C N B membership # adequate. For learning disability, want full assessment. Cegep, QC
  • In most cases, the obvious (e.g. paraplegic, quadriplegic, total blindness, amputation, etc.) we administer formal assessments for learning disabilities. Other documentation comes from physicians, audiologists, counsellors, opthamologists. University, AB
  • For payment from VRDP for sign 1anguage accommodations for LD. College, AB
  • Learning disability; chronic medical conditions; audiology (to determine appropriate support), mental health issues. ALL funding for disability supports require medical or psychological documentation. College, AB
  • If a student with no prior indication of a learning disability asked for some extensive special considerations just before exam time, she would be asked for some background. Or, a student may be asked to share prior assessments so we don't have to reinvent the wheel! College, AB
  • require psycho-educational counselling. University, QC
  • All students must provide documentation of disability from a licensed professional external to [the University] (physician, clinical psychologist, etc.). University, MB
  • Specific learning disability; psychiatric disability; health disabilities require psycho-educational reports - doctors letters and reports. College, ON
  • L.D. - psycho-educational assessment. ADHD - letter from medical doctor. University - Atlantic Canada
  • for LD - Psychological Assessment Report from a registered psychologist or registered psychological associate with 3 or more years since LD diagnosis carried out. Medicallphysical - medical specialist in the appropriate area. University, ON
  • Each student is required to provide updated (3 years) documentation verifying disability. University, BC
  • Documentation regarding the disability is required unless the request for accommodation is obvious - i.e. blind, deaf, using a wheelchair. Documentation needed to support less visible disabilities. College, ON
  • Documentation is requested whenever academic accommodations are requested. Documentation is also required to access grantslequipment loans from provincial program. University, BC
  • When the disability is not self-evident, we require professional documentation as appropriate. University, ON
  • Most cases require medical or rehab documentation. L.D. and ADD students Documentation is required from all students requesting DRL services. We have developed an overview form which, in essence, asks disability professionals to comment on the degree to which the disability impacts the learning environment. Other documentation is required as well. University, AB
  • Certificate verifying limitation from health provider. University, AB
  • Related to safety issues and for funding purposes. College, AB
  • Learning Disability documentation is being required more and more - can be an assessment done by high school if it is recent or registered psychologist. University, BC
  • Documentation is requested if the disability is not visible - i.e. psychoeducational assessment for LD, physician's report for medical conditions, WCB reports for back injuries, etc. College, ON
  • Documentation should be a report or summary by qualified professional in the field of the disability; not a family member. The documentation should be typed on letterhead stationary, dated and signed. It should have been written within the last 3 yrs. (LD specifically). It should name the disability, state treatment (if applicable) and describe how the disability andlor treatment (if applicable) impacts the student's functioning in an academic setting. Describe longevity, severity or expected progression or stability of the disability. College, AB
  • All cases. Documentation must be recent and from a specialist appropriate to the disability group. University, ON
  • All students are required to provide appropriate documentation. University, SK
  • In all cases, medical documentation is required. College, ON
  • psycho-educational, medical assessment. College, ON
  • Almost all cases, especially important in learning disabilities - Doctor's letters andlor reports are necessary. University, SK
  • All students must provide documentation of disability. University, BC
  • Medical for physical, mental psychoeducational for LDIADD; Vocational plans (VRS). College, B C
  • If significant, accommodation is made, then assessment or Dr.'s report required. College, BC
  • We request some form of documentation of learning disabilities and other invisible disabilities as well as for other disabilities (blind, VI, medical) in order to do an appropriate intake and to set up accommodations. College, ON
  • Hidden disabilities e.g. ADD, HD, Psychiatric, Physical, chronic health, deafness, intellectual disabilities - IQ 70 - 84 pts. College, SK
  • depends on individual. College, BC
  • [copy of policy attached] Documentation of the nature of the student's disability will be requested to facilitate the provision of appropriate, comprehensive and individualized to provide evidence of the disability from an outside party. The student' physician, psychiatrist or registered psychologist will be asked to identify the diagnosis, etiology, nature of resulting impairments and signature and credentials will appear on the documentation. Such information will be treated as confidential and governed by the policy pertaining to confidential information and the Privacy and Access to Information Act. University, ON
  • All except obvious physical ones; documentation to some from physician, clinical psychologist, psychiatrist as appropriate. University, ON
  • Documents are required whenever the accommodation includes anyone else outside of the Disability Resource Centre, such as funding issues/exam accommodation. College, BC
  • Exam accommodations; equipment request to the ministry; certification of a professional in whatever field the disability lies. College, BC
  • All cases - documentation from a professional. University, BC
  • All students with disabilities are required to provide medical or assessments. University, Atlantic Canada
  • All requests for alternative academic accommodations must be based on documented need. It must be obtained from medical doctors, audiologists, psychologists, or other professionals who have specified training or expertise in the diagnosis of conditions for which the accommodation is being requested. It should outline the nature of the disability with a detailed explanation of the functional impact of the disability on the pursuit of post-secondary education. When possible, the documentation should give explicit recommendations for remedial andlor coping strategies. University, Atlantic Canada
  • Psychiatric: referral form from doctor; medical: referral from doctor. College, ON
  • Learning disabilities - psych reports. College, MB
  • A Learning disabilities - Psychological assessment; Mental health - Psychological assessment; Medical condition - medical documentation. University - Atlantic Canada
  • All - psychologists reports, physicians letterslstatements from secondary school guidancelspecial education personnel. University, ON
  • [Cegep ...I afin d'attester la deficience de l'etudiant pour que ce dernier ait droit a les services. Cegep, QC
  • Pour subventions afin de defrayer les couts. Billets medicales, horaires, Fiches d'intervention, Rapports d'immatriculations. Cegep, QC
  • Tous les cas qui necessitent un service entrainant des frais - certificat medical attestant de la deficience majeure. Cegep, QC
  • Certificat medical demande pour tous les etudiants handicapes necessitant un service de preneurs de notes, d'accompagnement, de tuteurs etc. Ckgep, QC
  • Sanitaires, hygiene. -> avis professionels de la sante. Cbgep, QC
  • Demande de pr6ts-bourses au gouvernement. Cegep, QC
  • Un eleve handicape auditif qui doit nous foumir un audiogramme et un rapport medical. Cegep, QC
  • Tous les services qui necessitent un budget (prise de notes, interprste etc.). Cegep, QC
  • Rapport du medecin. Cigep, QC
  • Certificat medical d'un medecin et specialiste selon le type d'handicap ex. audiologiste, ergotherapeute. Les services sont demandes pour pallier au handicap de la personne et lui permettre d7&re dans des conditions de reussite sur le plan de leurs etudes. Cegep, QC
  • Papier medical la plupart du temps. Audiogramme dans le cas des eleves sourds ou malentendant. Cegep, QC
  • Pour obtenir des services du SAIDE , l'etudiant doit fournir un certificat medical. Cegep, QC
  • Pour les troubles d'apprentissage nous exigeons l'evaluation neuropsychologique. Pour les deficiences auditives, visuelle, physique et moteurs les services sont payes par le Ministere de l'education ex. interpretes, traduction braille. Preneur de notes, accompagnateurs. Universite, QC
  • Certificat medical. - Cegep, QC

In general, does access to the facilities, equipment or services for students with disabilities decllease in the summer months? Ifyes, desctibe the decrease, or what facilities, equipment or services are affected:

  • All - most important programs end, BUT orientation specific in August. College, ON
  • We do not currently operate our mobility bus service May-Aug. University, ON
  • Access is decreased due to staff vacation and over time leave. Students may need to call for appointments rather than drop in. College, BC
  • Services are provided by consultants on 10 month (Sept.-June) contracts. College, AB
  • Generally no classes offered. Support Services not available unless pre-arranged. College, BC
  • We have fewer students registered and fewer programslcourses offered, so overall, there is a decrease in use of facilities or services. College, ON
  • Staff in the 3 areas are on holidays in the summer. College, AB
  • While we offer our support services year round, we only run our reading, writing, and academic skills classes which are offered through our program for students with learning disabilities from Sept.-April. Those students in the PSLD, however, still receive the other services such as exam accommodations and faculty liaison over the summer. All other services and equipment are available year round. University, AB
  • The services provided through [The Centre] are not reduced. For example, the centre opens on evenings and weekends to accommodate students writing tests and exams. The library operates on reduced hours and during the summer months (May to August). Most staff offices closed at 4:30 p.m. rather than 5:00 p.m. from June to August. All students are affected. University - Atlantic Canada
  • All are affected due to decreased programs. Some offices closed in July College, SK
  • Fewer students, fewer hours available from funding sources. College, BC
  • no supports or instructor to do intake interview. College, BC
  • Reduced by two-thirds summer for all services. Students tend to take summer schools in May-June - down about 25% in July. University, QC
  • Fewer students translates to all-round decrease in equipment, facilities or service use. They are all used, just less often. The service shifts to other needs for prospective students, residence admissions, planning, etc. University, ON
  • [The Centre] is closed July and August. University - Atlantzc Canada
  • Decline occurs in all service areas, congruent with the reduced number of students attending springlsummer sessions. University, AB
  • No academic coaches available; less technical back-up for assistive technology. University, ON
  • We don't offer summer semester. College, BC
  • Are less students for mid June - mid August so many staff take vacation times. Services are still available - always at least one counsellor and support staff working. College, ON
  • Summer courses are offered on campus, but many students choose not to attend. Services or equipment is provided all year round. University, BC
  • Our campus does not offer credit programs during the summer. College, BC
  • About 113 as busy as 'regular' terms (all facilities, equipment and services available). University, ON
  • Seulement le transport adapte n'est pas disponible. Universite, QC
  • Fermeture pour le menage. Residence pour programme d'anglais. Cegep, QC
  • Aucun cours durant 1'ete. Cegep, QC
  • Local adapte ouvert seulement du lundi au vendredi comme la Bibliotheque Generale de l'universite. Bureau dYAcceuil ferme durant une ou deux semaines en juillet. Universite, QC
  • La mise sur pied des services pour les personnes handicapees est assuree par me personne. Lorsque celle-ci est en vacances, aucune autre personne responsable la remplace. Toutefois, les services peuvent ktl-e mis en place pour l'eleve handicape (ex. cours d'ete) avant les vacance. Ainsi, les equipements et services sont toujours offerts. Cegep, QC
  • Les personnel est en vacance donc pas de service d'accueil et d'integration pendant minimum un mois. Cegep, QC
  • De facon generale, tous les services sont reduits pendant 17ete.Si, en juin, un eleve handicape a des cours ou veut avoir acces a des services, des arrangements sont pris. Cegep, QC
  • Aucun cours l'ete. Cegep, QC
  • Services de la bibliotheque ferme et tous les autres en juillet. Cegep, QC

In general, does access to the facilities, equipment or services for students with disabilities decllease in the evenings and on weekends? Ifyes, desctibe the decrease, or what facilities, equipment or services am affected:

  • We provide minimal services and as best as we can. The offices are only open 8:30-4:30 p.m. throughout the year and note-takers, test aides, reader, tutoring can still be provided. College, ON
  • Centre is closed. College, ON
  • The centre is closed but will open by appointment - i.e. if a student requested accommodation for an exam scheduled in the evening, staff would be available. College, ON
  • Testslexams are invigilated only until 9 pm weekdays and 3 pm Saturdays. No testslexam accommodations on Sundays. Disability Services (DS) office hours are Mon-Fri 8:30 - 4:30 (except as noted for testslexams). TTY is only available during DS office hours and library hours. University, MB
  • Our main office is closed mon, wed, thurs and fri evenings. Appointments are flexible. University, ON
  • Disabilities office is closed then. Contracted activity still goes on. - i.e. interpreters, tutors, note-takers. College, ON
  • We are typically open on the weekends other than during the exam periods under very special circumstances. We are only open on evenings to accommodate Continuing Education Students writing testslexams that can not be taken earlier in the day. Other services not offered by staff. However, computer technology library carolls are open during all hours of library operation. University, ON
  • Less students; same service. University, ON
  • School has few students after 7 p.m. If a need arises, security guards will open facilities upon receipt of memo by me. Cegep, QC
  • Special needs services operates approximately 8a.m. - 5 p.m. College, ON
  • The learning support services area is only open during business hours. (The computer lab for those with disabilities is currently not open in the evening or on weekends - however, several computer labs are available in the College - plan in place to extend LSS hours.) College, ON
  • Access to the Centre's staff and equipment. University, ON
  • Open only 1 evening per week and not on weekends'. College, ON
  • We don't have many academic programs that run on the weekends. The library is open and access to the limited equipment is through the library. University, BC
  • Disability Resource Centre staff and lab are not accessible in the evenings or weekends unless prior arrangements have been made. College, BC
  • Service generally not available in evenings or weekends. College, MB
  • Although most staff offices close between 4:30 p.m. and 5:00 p.m. from Monday to Friday, [The Centre] opens in the evenings and on weekends to accommodate students who require alternative academic accommodations to write tests and final exams. Library hours are still reduced during evenings and on weekends during the summer hours (for all students). University, Atlantic Canada
  • Instructor is part-time in day - (offer 1- 2 courses in the evening). College, BC
  • Office closes at 5 p.m. daily. Open until 7 p.m. and on Saturdays during formal exam time only. University, Atlantic Canada
  • [The Centre] is closed evenings and weekends except during exams. University, Atlantic Canada
  • Most staff work a regular week, but library (includes learning services) and Recreation and Res are open 7 days a week. Buildings are usually open extended hours. College, AB
  • Most facilities not operational on weekends. University, AB
  • We have limited equipment. Learning Assistance Centre closed on weekends. College, AB
  • The office is closed in the evenings and on weekends. The adaptive Technology Lab is accessible to students with passkeys and, as such, continues to be heavily used by students. University, AB
  • Prior notice will allow for arrangements. College, SK
  • Disability Services isn't open. College, BC
  • The office's services are not available past 4:30 or on weekends, EXCEPT for exams which may be scheduled during these times. University, SK
  • Most offices and classrooms are closed on weekends - no staff. College, SK
  • Office closes at 5:00 pm, Resource Centre Room in library is open till 11:OO pm and on week-ends (no personnel available outside regular business hours). Universzty, BC
  • Students here traditionally take summer semester off because we are a tri-semester system. Numbers vary each summer - impacts on services and equipment use. University, BC
  • Varies - depends on class schedules impacts on services and equipment use. University, BC
  • Hours of operation are 8:30 - 4:30
  • Monday to Friday. College, AB
  • Most services are available during 8:30 - 4:30, exceptions are arrangements made for evening classes, exam accommodations which may take place evenings or weekends, and access to adaptive technology lab is only available evenings (mondays-thursdays). University, AB
  • Not as many classes/programs in the evening. College, BC
  • Adapted bus does not run on evenings and weekends. Library computer labs available during library opening hours. Office closed evenings and weekends except for exams. University, QC
  • Evenings - on request. Weekends - closed. Cigep, QC
  • Transport adapte. University, QC
  • Eveningslweekend students requiring accommodations usually have needs not during regular weekday working hours. College, AB
  • Les etudiants ne peuvent pas rencontrer le conseiller de services en dehors des heures d'ouverture du bureau a moins d'arrangements speciaux. University, QC
  • Aucune personnel sur place. Aucune demande. Cegep, QC
  • Bureau d'Acceuil est ouvert de 8:30h a 5h du Lundi au Vendredi durant toute l'annee. Le local de travail adapte est accessible 7 jours sur 7 en journee et en soiree. Unzversite, QC
  • Les services ferment ies soir et les fins de semaines. Cegep, QC
  • Le college est ferme les fins de semaines, cours aux adultes le soir. Aucun enseignant regulier le soir. Cegep, QC
  • Tout les services sont fermes le weekend. Cegep, QC

Overall, how would you desc~ibe the model of service delivery for students with disabilities at your educational institution? Other, please describe:

  • (Partially Centralized) Working to decentralize; i.e. Plant and Facilities issues should be dealt with directly by that office with our service as a resource. Financial aid decentralized. Cegep, QC
  • (Other Services offered through various of 1 ices; some degree of coordination, but no central budget authority or funding. University, MB
  • (Other) [The Centre] coordinates oncampus services for students with disabilities and those with short-term injuries/illnesses by working in partnership with university departments and disabilityrelated community agencies. University, Atlmtic Canada
  • (No model indicated) If we have handicapped students the counselor deals with it. Same funding is possible through another College. Cegep, QC
  • (Partially Centralized) For learning disabled I work with our Learning Centre. Cegep, QC
  • (Centralized) However many of the student labs have been made wheelchair accessible and house at least one station containing a large screen and adaptive software. University, BC

Are you aware of any modifications or additions to curnent pmgrarns that are in the planning stages as of January lst, 1998 which would impmve educational accessibility? If yes, please indicate what they me:

  • Co-ordinator hired and focusing on these issues. University, AB
  • We have put in a proposal for a transition year program and new model for service delivery and assessment. It may be approved in the spring. College, ON
  • Pilot project in "Strategic Content Learning" for individuals with learning disabilities or ADD; Pilot project in assessment for AD/HD. University, ON
  • Note-taker program is under review. University, ON
  • Exploring new services for students with learning disabilities. University, BC We are expanding our mandate to also serve staff and faculty with disabilities. University, AB
  • Better assessment and selfidentification; policy for students with disabilities. College, AB
  • Computerization (accessibility of use of available information). University, ON
  • Development of a policy on Academic Accommodations for Students with Disabilities. University, BC
  • Completion of a student satisfaction survey, completion of a faculty satisfaction survey, passage of an academic accommodations policy, expansion of our adaptive technology resources, expansion of our programming for students with learning disabilities, expansion of psychoeducational group activities. University, AB
  • Programs specific to disability such as pre-academic prep. College, ON
  • Initiating Learning Strategies Program. Convening an advisory committee to special services. University, ON
  • An enhanced on-campus transportation system for persons with mobility difficulties; development of an institutional policy on academic accommodations for students with disabilities; and development of workshops for faculty members on teaching students with various disabilities - planned for the 1998 winter session. University, Atluntic Canada
  • We are in the process of writing and having approved the operating guidelines to implement our policy regarding the services for students with disabilities. We are also organizing our unit philosophically with respect to the type of service we provide. College, AB
  • Inclusion of students with learning disabilities within the provincial funding formula. University, QC
  • Elargissernent d'une escalier pour y ajouter une rampe electrique pour les fauteuils roulants. Transformation d'une monte-change en ascenseur. Cegep, QC
  • Fusion de Bureau d'Acceuil des Btudiants handicapes avec le service d'orientation et de counseling pour ameliorer 1'encadrement scolaire (Depuis ler Juin 1998). 2. Prevision d'achats de materiel informatique adapte. University, QC
  • Programme de Prets-Bourses Med. Cegep, QC

Am you aware of any modifications or additions to policy or to cumnt administrative practice which would improve accessibility, that are in planning as of January lst, 1998? Ifyes, please indicate what they me:

  • In the process of adapting an Access Policy for students with disabilities. College, BC
  • Changes to guidelines for access to technology. University, BC
  • However we have recently passed a new policy on accommodation. College, BC
  • Recent implementation of policy. College, AB
  • New non-discrimination policy statement developed and widely publicized around [the institution]. University, ON
  • Our policy on Accommodations for Students with a disability was adopted by Senate and Board of Governors last summer and is to be reviewed in its 1st year. University, BC
  • University 'Accessibility Policy' currently being revised. University, BC
  • New policy guidelines being developed in DS. College, BC
  • We are piloting an academic support program, which would greatly benefit LD students. College, MB
  • Policy regarding: services to students with learning disabilities. College, AB
  • The Employment Equity Plan of the university includes recommendations to increase the number of students and staff with disabilities recruited to the university and improving the retention of those students and staff with awareness programs and through reasonable measures. University, AB
  • We have a very good policy. University, ON
  • Possible policy change. University, AB
  • departmental sub-committee currently working on college-wide access policy for mission statement. College, BC
  • These will be made available to, and brought to the awareness of faculty and staff in the Fall of 1998. We will also have a new handbook for students with disabilities to provide them with this information. College, AB
  • Campus service providers will provide verification of student need for provincial funding from Sept. 1998 - current external professionals must do this. University, QC
  • Work is continuing toward the development of an institutional policy for students with disabilities. The university's application for admission forms are on-line and can be accessed on the university's home-page. University, Atlantic Canada
  • Passage of an academic accommodations policy. University, AB
  • Recommendations to Accessibility Committee will be carried out as will other parts of the Disability Policy. University, SK

Are you aware of any building modifications or additions, which would impmve physical accessibility, that are in planning as of January lst, 19981 Ifyes, please indicate what they me:

  • Automatic doors in numerous locations on campus. University, ON
  • Courtyard in the centre of the college will be gemng new ramps and made more accessible for wheelchair use. College, ON
  • The institution has been asked to prepare a five-year plan for physical plant. College, BC
  • Revised letterlinfo to go out in acceptance packages to new students. University, ON
  • renovations to main floor of library. University, ON
  • Numerous accessibility improvements done every year. University, BC
  • Every year [The University] spends close to $100,000 specifically on physical accessibility including installation of visual alarms appropriate signage and paint for partially sighted individuals and the usual barrier free design up-grades. University, Ongoing upgradinglretro-fitting of buildings on all 3 campuses. University, ON
  • Continual upgrading of the campus each year - automatic door openers, one more ramp. University, ON
  • We have completed an access audit 2 years ago which resulted in a 5 year plan to address issues identified in audit. University, BC
  • Modifications to entrances of Library at two campuses. College, ON
  • Our campus services department is quite receptive to introducing modifications which are brought to their attention. Also, pertaining to renovations, we are trying to take special care to exceed minimum code requirements with a view to improving access. College, AB
  • Door opens to exitslentrances. University, SK
  • There may be some new building construction which may offer improved wheelchair access (an old building is expected to be torn down and a new building and parkade built on same location). University, MB
  • Dedicated Access Fund always improving accessibility. University, ON
  • Policies are reviewed on an ongoing basis. College, ON
  • Major changes in buildings occurred within last 2 years - efforts made to be more accessible to all students. College, SK
  • Renovations completed to the Centre for Career Development to make the area accessible to people with physical disabilities (e.g. those who use wheelchairs and scooters); installation of low-pressure door openers at various locations throughout the main campus will be completed during April/May 1998; installation of white pocket tiles at the edge of the steps leading to the campus library will be completed in April/May 1998. Other projects have been targeted, depending on capital budget allocations. Students, faculty, and staff with disabilities are involved in bringing such accessibility requests to the universities and prioritizing requests, depending on financial resources. University, Atlantzc Canada
  • Our buildings are being modified - campus has changes every year (we have many buildings). (400). University, BC
  • We have an ongoing program of renovation - new elevators, new library - improved access to other buildings. University, QC
  • More electric door openers. College, ON
  • Our entry requirements are very open. College, ON
  • Renovations to be made in summer '98 will have disabled accessibility in mind. Cegep, Qc
  • New buildings being planned. We have ongoing contact with facilities regarding existing buildings and parking. University, BC
  • Residence automatic openers. College, ON
  • automatic door openers in hallways. College, BC
  • Meetings to determine possible physical changes will occur in spring. Under consideration will be increased washroom access, increasing the number of electronic doors. University, AB
  • One elevator being installed - replacing stair lift. One elevator planned for 1999 replacing utility elevator; updating washrooms. College, AB
  • Discussions about door openers. College, Atlantic Canada
  • Campus fully accessible. College, AB
  • Washrooms have been equipped with automatic doors, support bars, accessible sinks. College, ON
  • Automated 1) library doors; 2) exit doors; 3) washroom doors. College, BC
  • Power assisted doors, additional wheelchair accessible washrooms, new signage. University, SK
  • Upgrade a 2nd elevator to incorporate features for the disabled. Refuge stations for fire alarm. College, ON
  • Space planning of Main Office currently under review. University, ON
  • Portes automatiques a certains pavilions. Universite, QC
  • Accessibilite salle de spectacles. University, QC
  • Installation de boutons en braille dans 2 ascenseurs. - Prevision d'un trace jaune pour personnes aveugles dans le pavilion des services. - Construction de cuisine dans residences -> avec comptoirs adaptes etc. University, QC

How am students wilh disabilities made awam of services and accommodations that am available to them?

  • Counsellors - question on NLC application; word-of-mouth - small community served. College, BC
  • Each letter of permission is accompanied by a short description of special needs services and information on how to contact my office. University, MB
  • Calendar; some school visits; web; drop-in; soon through increased communications with high schools. University, BC
  • Welcome program; course outlines; class announcements; high-school mail out; publications; website; annual newsletter. University, ON
  • Brochures; referral; transition planning from high school; word-of-mouth. College, BC
  • Information in course calendar; information provided to resource counsellors in high schools or in-take workers at agencies for persons with disabilities; guest speaking at classrooms, high schools, community events; office brochures; on-campus service, Learning Assistance Centre, instructors, advisors, etc. University, MB
  • 1) Services are listed in all publications. i.e. First Step, courses catalogues, Next Step, Student Instaguide Telephone Directory. 2) Transition packages mailed out to all school board and high school guidance and special education departments (3 50 copies per year). 3) Web page for Centre for Students with Disabilities. 4) Two External Advisory Committees. College, ON
  • Orientation; mail outs; instructors; other students; presentations; posters. College, BC
  • Through secondary school liaison (we send personnel and information out with this office). We are written up in [The University] Calendar. We participate in the Head Start Orientation. A self-identification form for S.N. students is included in the offer of admission package. Coordinator visits and speaks to local schools and organizations. University, ON
  • All college publications include information; high school counsellors; career development centres; other postsecondary institutions. College, AB
  • Orientation for new students - general; orientation for students with identified disabilities specific and more detailed; newsletters to all students registered with Access Centre; postings at the Access Centre; presentations at LDA as requested; mailings to prospective new students who identify themselves as individuals with a disability; meetings between students and Access Centre counsellors; Access Centre student kit - binder with lots of information given to all students who are newly registered with the Access Centre. University, ON
  • a Information in calendar; notices posted by student services; verbally by counsellor. College, AB
  • Calendar; referral. University, BC
  • Generally have to self-identify on college application form; transition planning is done with high school students; brochures available; referred by admissions advisors counsellors as well as outside agencies. College, BC
  • Students admitted to the college are sent a letter from "Services for Students with Disabilities" advising of services. College, ON
  • brochure; referral. Cegep, QC
  • In university calendar; brochures; web page; word-of-mouth. University, BC
  • If applicants self-declare a disability, the counsellor tries to contact them before registration to ask if we can be of any special assistance. We have developed a DRAFT brochure as an outreach tool - hopefully ready for circulation ASAP. College, AB
  • Information is included in various university publications such as the calendar, recruitment materials, in various handbooks produced by other departments or student organizations, and as part of the university's open house event in february. Also through the summer high-school student programs. In addition, we have a web-site with links to other university websites; we have regular contact with government agencies like the Student Finance Board, VRDP, advanced education and community organizations. Finally, we recruit hundreds of volunteers to take notes for students from classes those students are in and those other students hear about the services. University, AB
  • Students declaring disabilities are sent letter informing them of services; information in course catalogue; Student Services publications. College, MB
  • College calendar. Orientation information. Classroom visits/presentations by staff. College, AB
  • a In calendar and through specialized information provided on request. University, AB
  • There is a place on the "Application for Admission" form where students can indicate they would like to be contacted by the Access Coordinator for Service to Students with Disabilities - this is voluntary; brochure; class presentations regarding services available to all students in Student Services Department. College, BC
  • If they self-identified in admission form, they are sent information about our services. We have information in calendar on [the University] website, in local phone book. We also distribute pamphlets to high schools and organize a school counsellor conference. University, BC
  • 1) mailings upon acceptance through admissions office; 2) publications including college calendars, student handbook, flyers and brochures; 3) External Advisory Committee - membership includes local school boards and community agencies. College, ON
  • Presentations/seminars in High Schools. High School liaison officer. Special Needs Office. General calendar. Liaison with agencies in the community brochures. University, SK
  • Info sheet which goes out in acceptance packages advertised in all calendars; web sites. University, ON
  • If they identify themselves on registration, phone contact is made before arrival. If identify themselves on health history form, coordinator of Health Services contacts them by a written note when they arrive. College, AB
  • Orientation is held for students who are new or first year. Information on the office is in the calendar, on our webpage, through the Students Union. University, SK
  • Website, posters, brochures, inserts into calendars, outreach, referrals from faculty and administrative staff, word of mouth. University, ON
  • Orientation, advertising, marketing. College, ON
  • Phone calls. referrals from students, faculty, staff notices in University Calendar (its a small place - word travels fast!) University, ON
  • High school correspondence; information during acceptance packages; institutional material. College, ON
  • Various publications and presentations; personal contact whenever possible; referrals by staff, faculty, other students. University, ON
  • ALL new students receive letters askinghelling them to contact the Services for Students with Disabilities Office. Also high school graduates learn of our services through their resource/guidance teacher. Our full-time and part-time calendars have information about our services. Also agencies such as WS and TB refer clients. College, ON
  • Student Services - counsellors; instructors; admin staff. College, SK
  • Yes: pre-selection meetings; accommodations planning meeting; Institute open-house displays; High School liaison officers. College, SK
  • Par le bulletin d'information remis aux etudiants aux quinze jours. Cegep, QC
  • DRC brochures are available at all major student affairs offices; articles in student faculty newspaper; advertising of special events on electronic mail systems; posting of informational flyers; orientation sessions for new and returning students in the fall; a web page which will be in place early this spring; participation in prospective student and recruitment activities as well as generic university orientation sessions. University, AB
  • Through their students group, [...I and by enquiring of this office (Student Services Department). University - Atlantic Canada
  • High School visits throughout [the province]; VR counsellors; medical doctors; past graduates; university administrations and faculty; newspaper advertising; groups/agencies for disability groups. University - Atlantic Canada
  • The university's home page has a link to [The Centre's]; on the application for admission/re-admission forms; during fall and winter orientation for new and transfer students; during the high school liaison program by the Registrar's Office; by the Office of Student Recruitment and Promotion (e.g. career fairslhigh school visits); by the [The Centre's] high school post-secondary transition program; through the Student Ambassador Program (students return to speak in their former high schools); and through the Centre's publications. University - Atlantic Canada
  • 1) [The Centre's] brochure; 2) Physical Accessibility Guide; 3) Partnerships to Access Learning: A Resource Book for Students, Faculty and Service-Providers. Items 2 and 3 are being formatted in html and will be available through [the Centre's] homepage in the near future. University, Atlantic Cmada
  • Brochure; amphlets; letters for special needs request orms. Presentations, to students faculty, awareness day. College, ON
  • Through faculty, campus signs, campus newspaper, admissions staff, word-of-mouth, [The Centre's] handbook and other materials, alumni. Universzly, Atlantic Canada
  • There is a question asking students to self-identify on the application form. The services for students with disabilities is mentioned in the calendar and several incollege publications. We are developing a Handbook and will hold an orientation session. We also communicate with high schools, as well as community and disability-related agencies. College, AB
  • IN HOUSE: Disability Resource Centre - academic advisors - counsellors - faculty - peers - workshops - awareness posters - calendar - course outlines, etc. OUT-OF-HOUSE: VRS - Community Services - other agencies. College, BC
  • They are made aware of services when they apply. We look at the ways we can be of assistance to a student. Cegep, QC
  • Mailed out information once students are accepted; web site; classroom visits; flyers prominently displayed; calendars; student newspaper. College, ON
  • Through this office; university calendar; 'Welcome Book' sent to all new students; referral from faculty, administrators, professors, other student services, other students. Through media, etc. Universitt?, QC
  • Through the office of services to disabled students. Cegep, QC
  • Les etudiants sont referes au repondant local pour les aides pedagogiques. Cegep, QC
  • Ils s'informent au college avant le processus d'admission. Cegep, QC
  • Rencontre lors de l'inscription - avant le debut des classes. Cegep, QC
  • Dans la documentation qui est premise a chaque nouvel etudiant, nous l'informons qu'ils y a un service qui s'occupe des personnes handicapes. Cegep, QC
  • Rencontre en debut d'annee, agenda du college lors $'inscription a notre college. Cegep, QC
  • Rencontres avec l'etudiant et les parents. Cegep, QC
  • Par l'entremise d'une brochure d'informations et par le conseiller du service. Universite, QC
  • Agenda scolaire, articles publies dans la journal etudiants des leur entre scolaire, lettre envoyee aux eleves dont on sait le handicap (collaboration du registrariat), annuaire du cegep. Cegep, QC
  • Contact avec les commissions scolaires on demande direct de l'etudiant/e. Cegep, QC
  • Le college est assez petit de sorte que les agents d'admission, les responsables de programme savent qui est repondant pour les eleves handicapes et referent les nouveaux eleves des qu'ils les rencontrent la premiere fois. Cegep, QC
  • Via: Bureau des services aux etudiants handicapes. Site Web. Message sur "Avis d7Admission". Universite, QC
  • Publication du college. Affiches. Cegep, QC
  • Par l'entremise des aides pedagogiques individuels qui informent les etudiants handicapes des services et amenagement disponibles. Cegep, QC
  • Au moment de leur inscription, ils sont invites a rencontrer la personne responsable de ce dossier afin qu'ils puisse evaluer les besoin de l'etudiant. Cegep, QC
  • Pour le bulletin d'information remit aux etudiants au quinze jours. Cegep, QC
  • En partie par leurs personnes ressources a l'ecole secondaire et me partie lorsque les personnes communiquent directement avec nous. Cegep, QC
  • Par le service des aides pedagogique. Cegep, QC

Do you have written materials about sewices and accommodations that am made available to students with disabilities? If yes, list by title:

  • Access policy; Student Responsibility Guide; Brochure. College, BC
  • Special Needs Office pamphlet. University, ON
  • brochures; exam accommodations procedures; calendar section. College, AB
  • Pamphlets are available for student, general information and policy information. University, SK
  • Brochure on Office; Policy on the rights of Students with Disabilities; Procedures manual of services; Library access for users with disabilities; career and placement services for students with disabilities. University, QC
  • Senate policy on academic accommodation. University, MB
  • Brochure - no title. University, AB
  • Documentation remise par le respondant du ministere de I'Education: [Cegep ...I. Cegep, QC
  • 1) Services for Students with Disabilities. 2) Meeting the Needs of Students with Disabilities. 3) Roles and Responsibilities: A Team Approach. College, ON
  • "Committed to Access" ADHD booklets - one for parents one for teachers. Faculty guide pamphlet for visual impairment, mobility impairments, hearing impairments, learning disabilities. Campus map. University, ON
  • The Disability Resource Centre. Learning Disabilities and You. University, AB
  • The service is advertised in our registration package and through a daily bulletin. Cegep, QC
  • Brochure - from [the Centre] - "Students With Disabilities Opening Doors; Handbook - "Handbook for Students with Disabilities". University, BC
  • A policy regarding Students with Special Needs. General brochure (attached). Newsletter (attached). University, SK
  • "We Are Able"; Preparing you for Life After School; Physical Accessibility Guide (for wheelchair and scooter users; being reprinted - will be available mid-March.) University, BC
  • The Basics; Background: Disability Services Office: Fire!; location of TTY telephones at [the University]; LD.doc (documentation request information); Phys.doc; On-campus transportation at [The University's] other campus; Large print format tests and exams; Parking map; tunnel map; services for students who are deaf or hard of hearing. University, MB
  • Learning Assistance Centre. College, AB
  • Handbook for Students with Disabilities. College, AB

PHYSICAL ACCESSIBILITY: MAIN STUDENT SERVICES BUILDING - Comments:

  • Our campus is built on a Reserve, therefore it was only required to meet the Federal Building Codes for access. We have a totally inadequate elevator that we are told will cost ($80,000-$100,000) to replace. The building is leased - every year we ask for an improved elevator system! College, BC
  • We are located in this building. When we and all other student services units moved into the building 3 years ago, renovations included making accessibility features mentioned above. University, AB
  • We have two large city square campuses. All services/programs contained within 2 large buildings. College, BC
  • You should have included 'Not Applicable' as an option - There is a difference between something which SHOULD be available and isn't versus something not present due to structural considerations (no elevator or stairs in a one story building). College, AB
  • We move this spring to a slightly more accessible building - at least it has an elevator. University, MB
  • Parking on the entire campus is limited for persons with or without disabilities. University, MB
  • Brand new building. Note: all [The University's] buildings are interconnected so questions related to handrails, ramps, and parking are not really applicable to specific buildings. University, BC
  • Difficult to answer since vast majority of our services are at a distance. University, AB
  • New building - still doing work. College, BC
  • Stairways textures, contrasting colours. Flooring has contrasting colours and blocks. One elevator is hands-free. Handsfree water fountains. University, SK
  • Main Administration area is in the main Student Services area. College, SK
  • Please note - a new student services building is currently under construction ... open fall 1999. University, QC
  • Elevator is claustrophobic; student in wheelchair would have to back and turn; so special services offered, however, assistance provided when obvious or needed. University, ON
  • Accessibility was addressed when building was renovated in 1987. Need to obtain user feedback regarding updates required. Cegep, QC
  • Indoor ramps have railing according to code, outdoor pathways do not have handrails. These comments apply to all buildings which relate to our college. College, ON
  • Parking spaces are clearly identified but access into building is not easy. College, AB
  • This building was constructed in the 1960s. As renovations are made, accessibility improvements have been made (e.g. installations of automatic doors at main entrance, low grade ramp to student bar, wheelchair accessible service counters in food court and wheel-chair accessible washrooms). University, Atlantic Canada
  • Older buildings with lots of idiosyncracies. University, ON
  • Bookstore, food services, student services, health, counselling, employment same building. University, Atlantic Canada
  • Nous n'avons qu'un etage. Tous les services n'occupent qu7un edifice. Cegep, QC
  • L'edifice est recent - 3 ans. University, QC
  • Ancienne biitisse mais les nouvelles constructions tiennent compte des normes. Cegep, QC
  • pas specialement adapte. Universiti, QC

PHYSICAL ACCESSIBILITY: MAIN ADMINISTRATION BUILDING - Comments:

  • Two out of 4 doors are accessible without using stairs. The two accessible doors are not ramped because the slope is very minor and continuous with the sidewalklwalking paths. The elevator has a bell when the door opens, but does not chime as the car ascends or descends - it chimes only when the door opens. University, MB
  • [The Campus] has only 2 buildings on site - both are located on level ground and easily accessible. One building is 2 floors and houses the inadequate elevator I spoke of on p.30. College, BC
  • We just renovated a 100 year-old building. University, MB
  • Very old building, accessibility is challenging but always worked out. University, ON
  • [The Centre] in another building is special services. University, Atlantic Canada
  • The [Arts Building] was built in 1991. There are excellent floor bells in the elevators in this building; there are none in the older section of the Administration Building (constructed in the 1960s). There are Braille elevator buttons in the [Arts Building, and large print floor elevator numbers in the older section of the Administration Building. University, Atlantic Canada
  • New Building - just opened this year. Many improvements. College, Atlantic Canada
  • Accessible washroom has to be backed into. University, ON
  • The college is all under one roof! College, AB

    PHYSICAL ACCESSIBILITY: MAIN LIBRARY BUILDING - Comments:

    • Regarding special services: Library staff are particularly attentive to disabled students for obvious reasons, but I'm not sure what is intended by 'Special Services' in this context. This is a one story building but there is a large mezzanine area which is unfortunately only accessible by stairway. Hence, much of the collection is not DIRECTLY accessible to the mobilityimpaired. College, AB
    • There are three major libraries on campus. The information above takes all three into consideration. University, AB
    • Assistive computer technology service located in library. College, AB
    • 1) Washroom on 100 level has automatic sensor on water and faucet and hand dryer, light switch is accessible, door is signed and has lever handle. Toilet has grab bars. Washrooms on 200 or 300 level are not wheelchair accessible; 2) elevator - braille numbers on button panel inside elevator - emergency phone does not have braille or large print label; 3) ramp on 3rd floor to access part of library collection. The 100 and 200 levels do not require ramp and access; 4) adapted library stations on 100 level include computer hardware and software and TTY. Library stations on 200 and 300 levels are not adapted. The 100 level stations include Mac, IBM, scanners, voice, large print, and screen enlargement; 5) library staff have public service guidelines for assisting patrons with disabilities; 6) 2 lowered telephones (payphones) of a bank of 5 payphones on 100 level; 7) wheelchair accessible photocopier on 100 level. University, MB
    • Library - one large area on main floor - marked related items. College, ON
    • Special services are such that specialized equipment has been purchased for students with disabilities. i.e. scanner, speech output on computers, V-tek, through AV tape recorders, magnifiers, 4- track tapes, etc. College, ON
    • Library staff assist patrons with disabilities (e.g. retrieving materials from the stacks, enlarging photocopied materials at a reduced rate, ordering taped books through inter-library loans, training patrons to use adaptive technology - e.g. Reading Edge optic scanner, CCTV, and to access the Internet and library data bases through large print and voice synthesizer software). White pocket tiles are located on the edge of the steps leading up to the library from the tunnels; there is an automatic door at the tunnel entrance leading up an elevator which provides access to all floors. No. 13: there are large print floor elevator numbers on the wall opposite the elevator. University, Atlantic Canada
    • The main adaptive technology lab campus is located on the ground floor of [one] Library. The coordinator for special readers' services is also located in this building; an adaptive lab for students with disabilities is located in [another] library. University, ON
    • The library has a section for students who are print handicapped. Books are available on tape for most academic courses. University, Atlantic Canada
    • La Bibliotheque fait partie du meme edifice que I'administration. University, QC
    • Il y a une borde contrastante de l'entree jusqu' au local de travail adapte rCseve aux etudiants handicapes visuels. University, QC
    • Idem a quest. 31 -> tous les services sont dans le meme batiment. Cegep, QC

    PHYSICAL ACCESSIBILITY: MAIN FOOD SERVICES BUILDING - Comments:

  • Question for you: We have the new menu brailled and accessible at cashier, and have posted a sign letting people know about it. However, it tends to be more of a laugh for sighted people because it is so ironic (someone wanted to take a picture of it and send it Jay Leno!) Do you have any suggestions? University, BC
  • The primary residence's main dining hall has to be reached by an elevator that requires the customer student to travel through the kitchen. Many commercial food outlets are accessible; others are not. University, AB
  • Numerous eating areas throughout campus, some more accessible than others. Lots of places around campus. University, ON
  • Please refer to the information provided for the Main Student Services Building - the main food service for the campus operates out of that building. Food services for residence students are operated out of the main dining hall in [the residence]. The service counters are accessible; an elevator provides access through the tunnel system; attention is given to special dietary needs; wheelchairaccessible parking and washrooms are available. University, Atlantic Canada
  • Don't have a MAIN food services building. Student Union is largest, but most students eat in campus cafeterias. University, QC
  • Same building as Student Services - note counter area. University, SK
  • Recently upgraded. Much improved over original design. College, Atlantic Canada

    PHYSICAL ACCESSIBILITY: BOOK STORE - Comments:

  • Some service counters are accessible. Customer service staff are available to assist. University, MB
  • Re special services - any orders or special requests are handled by staff at the bookstore in a professional manner. This is not seen as 'special'. College, ON
  • New bookstore adjacent to student services/administration building - uphill access from parking lot (hard for wheelchair users). College, BC
  • New. College, A tlanlic Canada Book store on main level of building. College, ON
  • The manager says they try to provide special services with disabilities, and she welcomes all suggestions for change. University, ON
  • Not available because not necess ary... entrance off flat sidewalk. University, QC
  • The bookstore is on one level - no need for elevator /stairs. The doors to the entrance and exit are open when the store is open providing full access - no need for automatic doors. Bookstore staff are available to help them move through the checkouts, particularly at the beginning of the semester(s) when traffic is heavy. University, Atlantic Canada Hard building to find. Not very accessible. University, ON
  • Part of the store is inaccessible and their solutions for this are OK but not great. The store should be ramped. University, SK
  • M6me edifice que la cafeteria. Universitk, QC
  • Le librairie offre une assistance. #12 a16 ne s'applique pas, les libraries sont sur un etage. Universitk, QC
  • etudiants doit se presenter a la porte pour entrer dans la librairie. Cegep, QC

    PHYSICAL ACCESSIBILITY: SPECIAL EQUIPMENT - Comments:

    • All equipment borrowed through Adult Services Program - provincially coordinated loan of equipment. College retains some - e.g. brailler, recorder, etc. College, BC
    • Have an electric 'Medichair' type; where equipment or materials are required, we work with other agencies to obtain resources. College, MB
    • All of the special equipment with the exception of the FM amp system and wheelchairs is available in the 2 adaptive technology labs located in [both] Libraries. University, ON
    • Regarding software: We are presently investigating for purchase of several programs. College, AB
    • When a student needs equipment we make application to ASP - Ministry, and adaptive equipment is either loaned or purchased for the student. College, BC
    • Regarding wheelchairs: purchased a standing chair for loan - have electric wheelchair for loan. University, BC
    • We've just put in a request to upgrade and expand our equipment to the tune of $90,000 - there is a good chance we will get some of this. University, AB
    • have 7 tty's, 6 FM systems. Software available (#lo) at our centre on the computers or purchased for students through the bursary. College, ON
    • Voice recognition; speech output systems; training in use of assistive technology; formal assessments for assistive technology. College, AB
    • Three computer workstations with large screens, Dragon Dictate system, scanners, text reading systems. University, MB
    • VTEK's available in several libraries; Perkins brailler, 4-track tape recorder, TTY available in Disability Services Office on limited basis (testdexams take priority for braille equipment and tape recorder; TTY available only during office hours); scanner available in Disability Services Office (limited use - office hours). Some classrooms and theatres are FM equipped. University, MB
    • Loan Bank - Adult Services Program - Excellent services - as needed for students. College, BC
    • Equipment like talking calculators are purchased when the need arises; new software for students with LDs will be purchased in the next few months (at that point we'll be 'excellent'). University, BC
    • [The Centre] provides the above special equipment. The General University Lab does not. University, Atlantic Canada
    • Disability Centre Computer Lab with 17" monitors, voice synthesizers, screen enlargement programs, voice recognition, reading edge machine, Franklin spell checkers, electronic pocket organizers, scanners, four track tape players/recorders, braille translation software, lap top computers with voice recognition software; Magna-cam portable CCTV, FM receivers/monitors. University, AB
    • spell-checkers, adjustable workstations and accessories. College, ON
    • 2 scanners -reading edge and Kurzweil Personal Reader. 3 4-track tape recorders. 2 TTYs. 3 phonic ears. .3 talking calculators. Computers with Dragon Dictate, Jaws, large print, voice output, sip and puff. TVNCR with decoder for closed captioning. University, SK
    • We have been looking into specialized software for students with learning disabilities and have not found a good one. We would like suggestions! We do not work with students on generic study skills software we have for all students. College, AB
    • Specialized equipment may be available as needed. Only have equipment when student needs it. Wheelchairs not available through college, but through other funded programs. Specialized software will be purchased this year. College, SK
    • The University recently purchased another TTY. It is located in the office of Campus Enforcement and Patrol (Security) and is available on a 24-hour basis. The TTY has an answering machine with it. The university is preparing signs to advertise its location, which will be posted in key buildings. An article will be included in all campus newsletters/papers. Copies will be sent to the [province's agency for the deaf] and the provincial branch of the Canadian Hard of Hearing Association. No. 6: Students who require phonic ears/FM devices are provided with them on loan through the [province's agency for the deaf]. University, Atlantic Canada
    • Eypment had been obtained mainly throug outside agencies such as CNIB, for individuals, on a need basis. College, Atlantic Canada
    • Wheelchairs are available in nurse's office. College, ON
    • Non disponible au cegep m&me mais la location est possible avec le [Cegep ...I, college qui nous dessert. Cegep, QC
    • l'etudiant a son materiel. #lo: Pas l'expertise, ni personnel, pour formation. Universite, QC
    • Les equipements specialises sont fournis par un organisme parapublic aux eleves qui en ont besoin. Au college, nous avons un appareil ATS. Cegep, QC
    • Nous pouvons emprunter autant equipement du [Cegep. ..I: ex. ATSIATMS, ecran 17", etc. Cegep, QC
    • Emprunt de documents et d'appareils specialises au [Cegep. ..I. Cegep, QC
    • Tous ces equipements peuvent nous 6tre fournis par le [Cegep ...I lorsque le besoin est exprime par un etudiant. Cegep, QC
    • Les equipements non disponible peuvent etre requis aux centres de Quebec et Montreal. Cegep, QC

    PHYSICAL ACCESSIBILITY: ADAPTIVE COMPUTER EQUIPMENT - Comments:

    • Coordinated through Adult Services Project - external to college. College, BC
    • If a hearing impaired student or vision impaired student required these services, VRDP would be approached regarding funding them. College, AB
    • All adaptive equipment is arranged for. provided and maintained by SET/BC and is provided to students individually through SOG and provincial funds. College, BC
    • We apply to a centralized service out of town. 'Adult Services Project' - not part of college. College, AB
    • Again when adaptive equipment is needed it is provided either on loan or purchased. Our campus does have some equipment of its own. College, BC
    • We have no budget. Our equipment has been purchased through provincial access grants. University, MB
    • Regarding hearing-impaired software: Under investigation for purchase. College, AB
    • ASP - all of above available on request. College, BC
    • Regarding separate adaptive technology resource centre: no, but we have a trainer and a site which is within our department where students can use adaptive equipment. Regarding voice recognition, loaner laptops, braille displays: students can get grants to purchase some of this equipment or we can help them to borrow it in some cases. Captioning: provided upon request and for some major events we also have scanner, CCTV's; Daisyplex. University, BC
    • This equipment is available through the British Columbia Adult Services Project which loans students adaptive equipment. Students must make application to them and qualify for services. College, BC
    • All equipment currently 'not available' would be made available through loan, government grants, or purchased. Universily, BC
    • Zoom text available (site licence); Close View on Macs; limited software and hardware available in computer open areas; scanning, large print, voice synthesis available on 100 level in [the Library]. Braille printer (limited availability) available in Disability Services; Voice synthesis available in [another Library]. University, MB
    • Students get their own equipment normally. College, BC
    • Adaptive technology training is available on all software and hardware. University, ON
    • Internet - we do not yet have the adaptive technology for internet access. Regarding adaptive technology training, we will be implementing more training this fall - hit and miss so far. College, AB
    • Again, [the Centre] provides the above adaptive equipment - the General
    • University Lab does not. University, Atlantic Canada
    • Funding is available for these items as needed. College, SK
    • Most of the adaptive computer equipment/technology has been acquired through grant writing, fund raising and donations. University, Atlantic Canada
    • Real-time - C-NOTE. Regarding separate adaptive technology resource centre: separate? - separate lab, but separate from what? University, QC
    • Equipement specialisee a louer par le biais de l'equipement provincial. Nous sommes toujours rattaches au Cegep Ste- Foy a ce sujet. Cegep, QC
    • Voir le point 3 5a. Cegep, QC
    • Emprunt au [Cegep ...I (SAIDE) [#36.3], Conversion fait au [Cegep ...I (SAIDE) [#36.7] Cegep, QC
    • CVM: accessible via le [Cegep ...I. Cegep, QC
    • a l'etat de projet. Trop $$$ encore. #3: tres peu de formation parce que pas de resources. University, QC

    PHYSICAL ACCESSIBILITY: SAFETY, EMERGENCY FEATURES - Comments:

    • Starting to get organized in this area. University, BC
    • Flashing alarms are gradually being installed in the 90-odd buildings on our campus. University, AB
    • Up to faculty to assist evacuation through our SARAW program is housed on 3rd floor with 2 tiny elevators and stairwell refuge areas. Concrete building. College, BC
    • In development. College, BC
    • Fire safety procedures and equipment is currently being upgraded. Code Blue (emergency call stations), emergency buttons, emergency telephones are located at various locations and with varying degrees of accessibility around campus; Emergency evacuation, including some procedures for persons with disabilities are posted by elevators and emergency fire pull stations. University, MB
    • We don't have a safety officer; Safety committee is presently inactive but hopefully operational again soon. College, AB
    • New facility - policy being developed. College, AB
    • The university's Office of Safety and Environmental Services is presently revising safety and emergency evacuation procedures for persons with disabilities. [The Centre] for faculty, staff, and students with disabilities will be invited to provide advice and feedback. University, Atlantic Canada
    • Security knows where each disabled student is when in class. Cegep, QC Regarding flashing alarms: in the actual Atlantic Centre offices and some rooms in residence. University, Atlantic Canada
    • Currently working on procedures and designating rendezvous areas for evacuation. New construction includes not audible alarms. University, QC
    • We are currently reviewing our emergency procedures. College, BC
    • We are receiving safety policies and procedures information to be included in handbooks for students and faculty. College, AB
    • Regarding flashing alarms: will be shortly. University, BC
    • Presently in the process of identifying a safety program for [The University] . University, AB
    • Numerous buildings, some very old and not very upgraded. University, ON
    • Nous prevoyons des strategies dam les cas d'handicap lourd. Cegep, QC
    • Exercise d'evaluation deux fois par annee. Cegep, QC
    • Aucune mesure specifique pour les etudiants handicapes. Cigep, QC

    PHYSICAL ACCESSIBILWY: ACCESS TO LABS - Comments:

    • Labs are not specifically designed to be accessible, but individual arrangements are made to accommodate each individual student. University, ON
    • Adaptive computer technology in labs when students request it. College, ON
    • Computer labs are all on second floor of building two, which is equipped with a very inefficient, inadequate elevator. College, BC
    • Adaptive computer technology is available on demand. University, BC
    • Labs and accessibility being implemented over time and as needed. University, ON
    • Many of these arrangements are made on an individual basis, including accessible counters in physical sciences labs, the use of adaptive technology (including the installation of voice synthesizer and large print software) in computer labs, and individual arrangements for students to complete lab assignments/exams with academic accommodations. University, Atlantic Canada
    • [The Centre] itself has an adaptive computer lab, but the university as a whole does not have any. University, Atlantic Canada
    • Adaptive computer technologies may be available and others as requested. College, SK
    • Sur demande, il est possible de modifier les comptoirs. University, QC
    • L'accessibilite au labo est examinee au cas par cas selon frequentation etudiant handicape. Universite, QC
    • Lorsque nous avons des eleves en fauteuil roulant dans un lab, nous faisons adapter un espace de travail. Cegep, QC
    • a Aucun etudiant en laboratoire. Cegep, QC

    PHYSICAL ACCESSIBILJTY: ACCESS TO ON-CAMPUS HOUSING - Comments:

    • There are a number of rooms at the residence put aside each year for students with disabilities. University, ON
    • Varies from building to building; some are very good others are completely inaccessible. University, BC
    • We have adapted three rooms to be fully accessible. University, MB
    • Attendant care not available through the university although some students living in residence have their own attendant care. University, AB
    • New accessible dorms are planned. College, BC
    • Regarding attendant care: provided by local community health centre. University, QC
    • Flashing lights for fire alarm. Pagers for the deaf which vibrate; barrier-free suites are available - rooms would be assigned based on need. (Bad weather days present a challenge in terms of clear outdoor walkways.) College, ON
    • Relatively new building. College, Atlantic Canada
    • I haven't been through the units for students with disabilities yet. College, AB
    • Pas de residences sur le campus. Cegep, QC
    • Numerous residences, some in historical buildings - accessibility varies, but with range of choice available, student needs are met. University, ON
    • Regarding attendant care: it is up to the individual student to provide their own. University, Atlantic Canada
    • Attendant care is to be provided through paid agencies. College, ON
    • This information pertains to the student residences. Refer to the Campus Physical Accessibility Guide for additional information. This guide also includes information regarding the accessibility of [apartment complex]. These apartments are not wheelchair accessible. [The residence] was built during the 1960s. Universiiy, Atlanlic Canada
    • We do not own a residence. College, BC
    • Low-grade ramps; depends on building; accessible washrooms depends on building. University, ON
    • pour l'entree principale. University, QC
    • Nous ne possedons pas de residence. Cegep, QC
    • Ne s'applique pas - pas de residence. Cegep, QC
    • Nous n'avons pas de residences SUP le campus. Cegep, QC
    • Pas de residences. Cegep, QC
    • Nous n'avons pas de residences sur le campus. Cegep, QC
    • Pas de residences sur le campus. Cegep, QC

    PHYSICAL ACCESSIBILITY: ADAPTED ON-CAMPUS TRANSPORTATION - Comments:

    • No charge for service. Earliest ride is at 8: 15 am. Last possible ride is at 3:45 pm. Service Mon-Fri only. University, MB
    • We loan out power scooters to students who have difficulty walking great distances or at regular speed. University, AB
    • Not available nor needed. College, ON
    • Our campus is small and we don't need "on-campus transportation". Our local Handi-Transit Co. drives right onto the campus. University, ON
    • Students use municipal transportation system. College, AB
    • Community Handidart doesn't run after 4:30. College, BC
    • LRT - Light Rapid transit to the door - city operated service which is adapted to wheelchairs, handibus - also accessible to students. College, AB
    • Again campus only has two buildings. College, ON
    • Accessible Public Transit System is available in [the city] - available for student use - wheelchairs. University, ON
    • Rarely necessary. Sometimes our security people have transported or we use taxis. University, ON
    • Nothing official on this. College, BC
    • On-campus transportation is provided free of charge. The hours of operation are Monday through Thursday (7 a.m. to Midnight), Friday (7. a.m. to 1 a.m.), Saturday (9 a.m. to 1 a.m.). This service (which includes wheelchair/scooter accessible travel) is available to students, faculty, staff, alumni, and other campus visitors (e.g. conference delegates) free of charge. University, Atlantic Canada
    • None - The campus is one city block only. University, Atlantic Canada
    • No cost. University, QC
    • We have only one building except for the student housing - which is across the parking lot. It could be difficult for students with some types of disability to cross, especially in winter. I do not know if there is any transportation afforded by the college. College, AB
    • Pas besoins sur campus car un seul bitiment. Cegep, QC
    • Nous n'avons pas de transport adapte sur le campus. Cegep, QC
    • Pas de transport sur le site. C'est l'organisme regional est responsable. Cegep, QC
    • Gratuit. Universite, QC
    • Les etudiants utilisent le transport adapte de la ville pour se rendre sur le campus. Tous les pavilions au campus sont relies par les couloirs sous-terrain accessibles toute l'annee. Cela permet les deplacement beau temps, mauvais temps. Universite, QC

    PHYSICAL ACCESSIBILITY: OTHER - Comments:

    • Overall accessibility is pretty good (some areas are disasters). Design of campus can be very confusing. University, BC
    • The Campus Accessibility Advisory Committee gives regular input to Physical Plant, including guidelines for what renovations should be undertaken. The director of Services for Students with Disabilities is consulted regularly by Physical Plant and Planning and Development for direction regarding projects needing attention. Any individual request regarding accessibility concerns is investigated. Over $100,000 is spent annually towards barrier-free design and renovations. University, AB
    • Most buildings on campus are connected by pedways. University, Atlantic Canada
    • The main campus is connected almost entirely by a series of tunnels and skywalks as well as mini-wheelchair elevators and lifts. The university has a 24- hour telephone service for reporting oncampus physical accessibility concerns (e.g. snow clearing, elevator repairs, light bulb replacements). University, Atlantic Canada

    EDUCATIONAL ACCESSIBILITY: ENTRANCE EXAMINATIONS - Comments:

    • Based on student's documentation - case-by-case. University, BC
    • Available upon receipt of documentation. University, BC
    • in policy but not tested overall. Some programs may have trouble with this. College, BC
    • No entrance exams. University, AB
    • Entrance exams are not required. We do a placement test for adult upgrading. In cases of disabled students, we have accommodations (eg. longer time to write if a student has a brain injury). College, AB
    • Admission depends on high school matriculation or transfer marks, and most high schools make exam accommodations if requested. University, AB
    • Have a clear policy with the Test Centre and Admissions regarding Accommodations for entrance exams. College, ON
    • These are externally managed exams such as LSAT. NO entrance exams offered by [the University] itself. University, ON
    • Enlarged print available for mature student-testing. Individual testing and extended time are offered for the maturestudent testing. No braille version but oral testing an option. College, ON
    • No entrance exams except in Continuing Education language courses. University, QC
    • No entrance exams for undergraduates. University, Atlantic Canada
    • We deal with each case and each teacher depending on needs. College, BC
    • No entrance exams. Invigilation for inhouse exams available. Cegep, QC
    • Accommodations are provided upon request (documentation must be provided - please refer to 19a); for example, accommodations are frequently provided to students writing the Math Skills Inventory (placement test for students who plan to take introductory math who do not have a 70% in high school math). University, Atlantic Canada
    • Nous mettrions en oeuvre les mesures si des cas particuliers en necessitaient. Cegep, QC

    EDUCATIONAL ACCESSIBILITY: PREPARATION, REGISTRATION, ORIENTATION- comments:

    • All of above is available on an individual basis. Orientation is integrated with orientation for able-bodied students. University, BC
    • Regarding classroom relocation: generally not applicable. University, AB
    • Classroom can be relocated if it is not accessible. Mobility orientation arranged through our centre. College, ON
    • Students wishing to register using TTY may get help from Services for Students with Disabilities or directly from departments or registration office. Orientation is individual for all students coming to Services for Students with Disabilities followed by group orientation at beginning of term. University, AB
    • Regarding study courses: study assistance available to any student through learner services. Regarding orientation workshops: We prefer to spend as much time as possible to provide orientation - hopefully at the applicant stage if the person is able to visit the campus. College, AB
    • Done by CNIB. University, BC
    • Pre-registration is in policy. College, BC
    • These areas would be improved by having our consultants on campus over the summer. College, AB
    • Regarding pre-registration for students with disabilities: not necessary in general. Regarding study courses: Not sure what you mean. University, QC
    • TTY available but a counsellor would assist with the registration process (along with ASL interpreter). Study courses and classroom relocation done at [one] campus in a workshop prior to intake; at [another] campus the students are currently integrated (disabled and non-disabled) into a success strategy workshop or are seen individually - considering a separate Headstart workshop for this campus too. College, ON
    • Please refer to 'Partnerships to Access Learning' for more specific information on many of these services. Preregistration for students is arranged on an individual basis (e.g. when students require books on tape and, therefore, need to know who is teaching a particular course section and the books that will be used so they can begin the process to order the books on tape). Students will still try to register for the particular course section themselves. If necessary, [The Centre] will contact the academic unit to request assistance to have the student signed into that particular section because they need to order their books on tape (i.e. considering the length of time it often takes to receive books on tape). University, Atlantic Canada
    • Study courses offered to ANY student through learning centre. Cegep, QC
    • The Atlantic Centre assists students with registration. All students register at the same time. There is no pre-registration for students with disabilities. University, Atlantic Canada
    • We have a small school, the counselling deals with the individual according to need. College, BC
    • Multiple colleges and faculties - administrative structures and systems vary as does accessibility. University, ON
    • Registration can be handled on an individual, as-needed basis. College, SK
    • C'est par notre service que ceci peut etre realise. Universitk, QC
    • Services externe offert par centres le basse vision. University, QC
    • offerte par l'autre organisme ex. INLB (Institut Nazareth Louis Braille). Cegep, QC
    • Encadrement pour etudiants faibles handicapes ou non [#43.4] Cegep, QC
    • 1,2,4,6 - services offerts a tout les etudiants incluant les etudiants handicapes. Il n'y a pas de procedure distincte. Universite, QC

    EDUCATIONAL ACCESSIBILlTY: ATHLETIC PROGRAMS, FACILITIES FOR PERSONS WITH DISABILITIES - Comments:

    • Accommodations made on case-bycase basis; staff enthusiastic. University, BC
    • [The Centre] is an athletic fitness centre for persons with disabilities. University, AB
    • Wheelchair basketball accessible; gymnasiums wheelchair accessible. [One campus'] swimming pool and squash courts not wheelchair accessible. [The pool] will be accessible when complete. Elevator access all floors. [One campus]: fair equipment - [Second campus]: good equipment. University, MB
    • Students can access programs at [another college] - across the walkway from [this college] and at a low cost. College, AB
    • Recreation staff give 1 : 1 attention to disabled students to customize recreational programming to individual needs. College, AB
    • have just been given access to weight room (ALL students). College, AB
    • Rely on self-initiated requests for fitness programs - equipment available for those who can exercise only certain parts of their body. College, ON
    • The Tower (new athletic and recreation centre) has adaptive exercise equipment and accessibility features. University, Atlmtic Canada
    • Modifications to existing programs are made on an individual basis for students with disabilities; some of the fitness equipment is accessible depending on the specific needs of the student (e.g. their level of mobility or size of their wheelchair); fitness consultant, life guards, and aerobics instructors are trained to consider the needs of people with disabilities. University, Atlantic Canada
    • Aucun program. Universite, QC
    • certains cours sont accessibles aux etudiants handicapes, ex. taichi, gym. Sante. Cegep, QC

    EDUCATIONAL ACCESSIBILITY: ASSISTANCE WITH LECTURE NOTES, ASSIGNMENTS, RESEARCH PAPERS - Comments:

    • Volunteer readers service and scanning service is available to all students with disabilities. Class handouts, exams, course packs, library research materials, reserve materials are transcribed onto audio cassette, scanned onto disc, or brailled inhouse. University, ON
    • Staff will photocopy notes when a notetaker is not available or suitable. Proof reading is requested through Peer Tutoring. Remediation skills taught through upgrading program. College, ON
    • Students are asked to help. A very small fee is paid to these students. We get $5.00 for note-taker during one semester. College, BC
    • The Learning Services Department organizes assistance on an individualized basis depending on the request made. College, AB
    • Students aiding students - work study grant. College, BC
    • All can be done with enough notice. College, B C
    • Through our program for students with learning disabilities, we teach students to edit, proof-read, compose, study, write exams, etc. All university students have access to an academic support centre for help with writing, study skills, math skills. University, AB
    • Students may audiotape lectures using their own equipment. Students may be able to access instructor's notes and prepared overheads in some instances. Notetakers are volunteer (student picked and screened). Instructor or Disability Services staff may assist with recruiting volunteer notetaker. Student may photocopy notetakers notes at no charge in Disability Services office. Students may request NCR paper from Disability Services Office. University, MB
    • Interpreters can be hired but no one is on staff on continuous basis. College, BC Small population, sometimes difficult to match peers with appropriate tutors. College, AB
    • Again sign language interpreters, scribes can be provided by students requesting funds for same through VRDP College, AB
    • Few students, so services are individualized. Pilot team support program this year has allowed us to provide peer tutoring and more tutoring in general. College, MB
    • Specialized note-taking is often provided by the funder - VRDP. We use the carbonated notepaper attached. University, SK
    • Editing and proofreading currently not done; tutors seem to approach their assistance with remediation skills in mind; study skills workshops available too; educational assistants sometimes help in this way. College, ON
    • Regarding other specialized note-taking services: with keyboards (alpha smart) or lap-tops. University, QC
    • Photocopying assistance (including large print copies) provided at the campus library at reduced rates; editing help available through the Writing Centre; peer tutoring available through Student Housing for residence students and funded by VRDP for students supported by that program; sign interpreters have been used to a limited degree on this campus and to the best of my knowledge, there have been no requests for oral interpreters; remediation skills courses (e.g. readinglcomprehension course) available through the university Counselling Centre. University, Atlantic Canada
    • Atlantic Centre staff. University, Atlantic Canada
    • Remediation skills, peer tutoring, etc. offered to ALL students through learning centre. Cegep, QC
    • We provide these services as required by individual students. The rating system does not really make sense! College, AB
    • Will provide whatever assistance is required. College, SK
    • Engagement de resources au besoin et si resource disponible. Nous avons des budgets garantis mais pas toujours des resources humaines. Cegep, QC
    • L'eleve fournit ordinairement son propre equipement. Cegep, QC
    • C-Note. Universite, QC
    • Preneur de notes, interpretes, ordinateurs portatifs, papier NCF finances par le Ministere de l'education. Service de tutorial non-disponible -> a developper. Unzversity, QC
    • La college possede des services pour toute la clientele, 1: d'aide en fran~ais, 2, physique, math, 3, chimie. Cegep, QC
    • Nous pouvons utiliser les services d'interprete lorsque'un etudiant exprime ce besoin. Cegep, QC
    • CAF centre d'aide en francais pour les etudiants. #45.9, 10: Interprots envoyes par le [Cegep ...I pour tous les etudiants malentendants. Cegep, QC
    • Les services non disponible 5, 8, 9, 10 pourraient etre offerts si la demande se manifeste. Cegep, QC

    EDUCATIONAL ACCESSIBILITY : TEXT-BOOK ACCESS - Comments:

    • Regarding on-campus large print texts, braille texts, talking books: are available on an individual basis we order this material from RFB or Crane Resource Centre in Vancouver. University, BC
    • Regarding on-campus large print texts, talking books and page turners: available through inter-library loans; service is as good as organization supplying them (sometimes 'excellent', sometimes 'fair'). University, BC
    • Braille texts and large print or audiotext may be requested from Special Materials Services, Department of Education, MB government. University, MB
    • Where resources are needed, we work through Provincial Education Department to obtain. College, MB
    • Text Book Access is provided through our Library via Provincially funded CILS. College, BC
    • Materials are ordered from provincial office as needed. University, MB
    • Educational aides are employed to prepare materials in alternative format. College, AB
    • Not on campus but can be brought in. College, BC
    • CILS library loan service provides texts through the library. College, BC
    • Our adaptive technology lab lets students access a braille printer and enlarge print through software or CCTV. The university is about to invest in an electronic text service. University, AB
    • For items already in the library, service is right away. For items from elsewhere, it can be done, but takes awhile (depending). College, AB
    • All transcription services and requests ordered through other agencies. i.e. W.R.M., recording for blind, PALS, etc. In-house brailling available for classroom handouts and documents. Must be ordered 2 months before class starts. College, ON
    • Talking books only available with shorter documents. University, BC
    • Braille and talking books available through CILS - a provincially coordinated service. College, BC
    • Tape library (part of the university library) assists print-handicapped students. Atlantic Centre has a 'Reading Edge'. Univemity, Atlantic Canada
    • We have a visual-tek and computer with scanner. We access texts as needed upon demand from students. College, AB
    • Assist students to order material through RFB and D. Cegep, QC
    • On-demand (with notice), if text on disc. College, ON
    • Braille dictionaries available; many English novels, plays, poetry (classics) available on tape; Inter-library Loans Division of the campus library assists students to order special texts. University, Atlantic Canada
    • Available on request. College, SK
    • Brailleltalking books again usually provided by funder (VRDP). University, SK
    • Taped texts (andor braille) are ordered by our staff. Orders are made to recording for the blind in New Jersey if the above resources are insufficient. College, ON
    • Location: Cegep et equipement provincial. Cegep, QC
    • Les services sont disponibles sur demande de l'etudiant. University, QC
    • C'est tres, tres rare que nous avons des eleves avec des problemes tres importants de vision. Cegep, QC
    • textes traduits en braille sur demande. M6.3 : livres enregistres sur cassettes sonores sur demande. Services fournis par le [Cegep ...I (SAIDE). Cegep, QC
    • A ce jour, il n'y a pas eu de clientele pour utiliser de tels services dYacc6s aux documents. Cegep, QC
    • Lorsque le besoin est exprime, nous pouvons offrir ce service griice a la collaboration du [Cegep ...I . Cegep, QC

    EDUCATIONAL ACCESSIBILITY: SUPPORT FOR INSTRUCTORS - Comments:

    • Regarding case-by-case representation to instructors: may come from counselling or Learning Services. College, AB
    • Instructional staff have handbook. Presentations made to faculty counsels [should link to BP suggestion]. New staff orientation sessions. University, MB
    • Through individual student plan and course conferencing. College, ON
    • Training is good, but few take advantage. University, BC
    • Send letter to/or prepare a letter for student to take to instructor. University, We also have a guide available for faculty. University, AB
    • We use our [Centre] to send notifications for LD students. College, BC
    • For example - instructors were contacted before start of term to advise student with hearing disability and interpreters would be in class - requested to consider when interpreters needed and any special issues i.e. showing slides, etc. So instructors were prepared and accommodating. College, AB
    • More of this will be available, hopefully, if learning support program becomes fully implemented. College, MB
    • Area has been neglected recently. Need to focus on in-service training for faculty. Cegep, QC
    • Contact is made upon the request of the student. He/she must sign a written release of information form before any confidential information is released or discussed with the instructors or administrators. University, Atlantic Canada
    • Faculty have been invited to workshops but the level of interest is low. A faculty handbook is distributed to faculty. University, Atlantic Canada
    • This refers to L.D. students only. Regarding notification of need to instructors by administration: We help students notify their instructors. University, Atlantic Canada
    • Certainly there is room for improvement here, in that there has not been an active PD approach in recent years. However, the attitude of most faculty is in keeping with the intent of the Ontario Human fights Code. College, ON
    • Regarding notification of need to instructors by administration: not sure what you mean? We give letters to students to give to instructors. University, QC
    • Le (tout) soutien nous vient du responsable du service d'aide aux eleves handicapes du [Cegep ...I dont c'est le mandat de fournir cette aide a tous les colleges l'est de Quebec. Cegep, QC

    EDUCATIONAL ACCESSIBILITY: STUDENT SERVICES FOR PERSONS WITH DISABILITIES - Comments:

    • Usually referred out for assessments. College, AB
    • Refer to URS for psych-ed testing. College, AB
    • Regarding counselling, assistance with job placement and tutoring: integrated in services offered to able-bodied students. University, BC
    • Assessments are done if needed and funding is applied for - NOT done at the college. College, BC
    • Regarding vocational assessment - Except for assessment to determine suitable adaptive technology. Regarding assistance with job placement - We work closely with our career and placement services. Regarding tutoring - Tutoring is offered through the student's union. University, A B
    • Assistance with job placement is through Placement Office. College, ON
    • Students are referred to our DS counsellor for service. College, BC
    • Informal assessments are done by our counselling staff, but not full-fledged psycho-educational assessments. College, ON
    • Services offered by Counselling and Career Development Centre. Cegep, QC
    • Tutors charge anywhere from $10- /hour. English Department provides free peer tutoring. SIFC provides free tutoring. University, SK
    • Vocational assessments and Counselling available through the university Counselling Centre; Assistance with job placements is available through [one Centre] for Career Development; tutoring available to students who live in residence and to those covered by VRDP. [Another Centre] assists students to locate suitable tutors. University, Atlantic Canada
    • We refer externally for most vocational and psycho-educational assessments. I will be discussing job placement with career services. Tutoring is available to individuals by grants from the government, peer tutors or from our learning skills specialists - study, learning and writing skills. College, AB
    • Re: oral examinations - negotiated on a case-by-case basis. Re: formula to calculate extended time - based on documentation. University, BC
    • Les S.A.E. offrent des possibilites. Universite, QC
    • Services offerts aux etudiants en general accessibles aux handicapes. Cegep, QC
    • Understaffed to provide complete support for exams. College, AB
    • Degree of accommodation/cooperation varies with program. College, MB
    • Accommodations vary, depending on each instructor. Generally instructors are very supportive. College, BC
    • Use time-and-a-half as standard, with some exceptions. University, AB
    • Modifications of course/program requirements are rarely done in terms of diploma credit requirements and consideration of alternative credits. The approach taken is to provide accommodations to allow people to obtain the required credits. College, ON
    • These arrangements are made on an individual basis based on documentation. Modifications of courses and program requirements are made on an individual basis. Students are expected to meet essential program/course requirements. University, Atlantic Canada
    • We do not have private rooms, but we find them as long as the student gives us enough time. University, SK
    • We provide the accommodations for exams as identified in assessments for each student individually. The number of students we have at a given time will determine the degree of difficulty in providmg readers, writers etc. How this is provided also depends on the students following through with their responsibilities i.e. presentation of need and documentation in a timely manner. College, AB
    • Nos etudiants handicapes ne sont pas des cas lourdes. Nous n'avons pas eu, jusqu'a present, a mettre en place des services, mais, si tel cas se presentait, mon r61e serait de les mettre en place. Cegep, QC
    • Le college, sur demande, repond le plus possible aux demandes. Cegep, QC
    • Les seuls cas d'eleves handicapes a ce jour qui avaient besoin d'aide pour leur cours demandaient le service de prise de notes et selon les besoins pour chaque cours, pouvaient demander parfois du temps supplementaire pour certains examens. Cegep, QC

    ACCESSIBILITY PROGRAMS: ADMINISTRATIVE SUPPORT, POLICY - Comments:

    • Policy in progress. College, BC
    • What is missing is the commitment by the institution to employ "x" number of individuals with disabilities providing that individual meets the requirement of the position. College, BC
    • New policy being written. University, BC
    • Because we have relatively few disabled students, we don't have much of an overt institutional commitment. We very much work along the lines of ad hoc responses to individual students - for instance, we may only have one deaf student in a year, so we wouldn't have a 'program' as such. College, AB
    • Some faculty/departments are great; others are sometimes difficult. There is no one who has adequate time. Coordinating services in an add-on to my role as Dean and Registrar. There is no budget. University, MB
    • All DS funds come from grant money. Without separate grant money, service would disappear! College, BC
    • We are writing a general policy. Draft #1 submitted. We have had few seriously disabled students so no programs, inservice has been developed. College, AB
    • I have recently come into the position as coordinator of the Learning Skills Centre, which houses the services for students with disabilities. We are working on clarifying policy through guidelines and will be publishing this in the fall. With all the changes and developments we are making, and my newness to the college, I don't feel I can answer this section. College, AB
    • Regarding a policy that covers specific disabilities: a policy is in the works. College, Atlantzc Canada
    • The administration is very committed to accessibility for students with disabilities. The university is currently finalizing an institutional policy for students with disabilities. In general, faculty/departmental cooperation is extremely good. In such a time of financial restraints, the university endeavours to do its utmost to create an accessible learning environment. Many enhancements cannot be made as quickly as one would like because of lack of financial resources. University, Atlantzc Cmada
    • University is supportive overall ([The Centre] has operated since 1985; university staff has paid attention to accessibility issues since 1960s). University, Atlantic Canada
    • Faculty have been cooperative for the most part in providing accommodations. A draft policy regarding ALL disabilities is in progress. College, ON
    • Policies and procedures - #1 priority for 1998-99! Cegep, QC
    • An overall policy on access for students is available through brokering institutions and universities. All services available when needed. College, SK
    • Regarding policy that covers specific disabilities: Not necessary. University, QC
    • Le college a une certain expertise professionnelle pour qu'ils dispose la formation technique en education specialisee. Cegep, QC

    VOLUNTEER SERVICES: - Comments:

    • The Learner Services Department can provide paid or volunteer tutors. College, AB
    • Not necessary; work study pays students to do things they might otherwise volunteer for. University, BC
    • Readings onto tapes are completed in a timely manner; two notetakers per student per class, exam writing support, etc. We never have a shortage of volunteers - they are very dedicated. University, AB
    • Not allowed by our union, except student volunteers in classrooms. College, BC
    • Can access volunteers through community agency. College, AB
    • Not an extensive roster - but a very reliable one - voluntary reader. College, ON
    • We do not rely heavily on volunteers as we believe students should not be dependent on volunteers but should have access to paid help. Cegep, QC
    • We have a Student Volunteer Bureau on campus. It operates a volunteer reader program for students with disabilities. It also provides volunteers for such programs as fall/winter orientation, campus tours, etc. We have no difficulty recruiting volunteers. Many students who are doing social work and education have done practicums at [The Centre]. University, Atlantic Canada
    • Only use volunteers for reader service. University, QC
    • We use in-class volunteer note-takers - see attached carbonated notepaper. University, SK
    • Un petit budget est disponible pour l'engagement de preneurs de notes, actuellement le seul service offert vu les besoins. Cegep, QC
    • Sur demande. Cegep, QC

    EXTERNAL COMMUNITY ACCESSIBILITY: LIAISON WITH - Comments:

    • Meet with Regional Special Education Advisory Committees from school boards, have an External Community Advisory Committee and Learning Disability Advisory Committee. College, ON
    • Vocational Rehabilitation Services in BC and in particular, our area, has undergone significant changes in the past couple of years - in general their service is extremely inadequate. College, BC
    • Small town - not many such services available locally. College, AB
    • Colleges in the lower mainland send representatives to regular meetings to discuss common concerns. College, BC
    • Regarding public schools: Not necessary... Cegep. University, QC
    • [The Centre] has an excellent working partnership with the disability-related community agencies in [the Province] . Many of these groups are represented on our Advisory Committee (i.e. the Dean of Student Affairs Advisory Committee for Students with Disabilities). University, Atlantic Canada
    • CCDI reps are very good at sharing tips etc. on the list server. High schools student service staff are consulted about particular students. College, ON
    • Pas ete necessaire car handicap peu lourd jusqu'a maintenant. Cegep, QC

    EXTERNAL COMMUNITY ACCESSIBILITY: TRANSPORTATION - Comments:

    • There is no public transit in the community or on campus. College, AB
    • Adapted transport organized by handicapped association. College, BC
    • Small campus - only one building. College, MB
    • Costs for para transpo same as regular bus pass. College, ON
    • $4.00/ride. College, BC
    • Bus pass at same rate as everyone else. Cegep, QC
    • Individuals are responsible for booking 'access-the-bus'. University, Atlantic Canada
    • Transit on campus not necessary, since all services are in one building. College, SK
    • The public transit is good as far as using it and the cost. I don't know how available it is. College, AB
    • The main campus is connected almost entirely by skywalks, tunnels, wheelchair elevators and lifts; accessible public transit is provided by [the city's] Para-Transit System - students are often dependent on the company's schedule; Costing of [the city's] Para-Transit System is $2.50 each way (in and around [the city's] area). Other companies, which are not subsidized by [the city], are considerably more expensive (e.g. $16 each way). University, Atlantic Canada
    • Adaptive transport on-island is poor. WWJ, QC Aucun transport offert. Cegep, QC
    • Selon le programme des pr6ts et bourses. Cegep, QC
    • Transport adapte gere par l'organisme regional. Cegep, QC
    • Cout du transport public adapte est le meme que transport public regulier. University, QC

    In general, in terns of campus accessibility, what do you feel am the thlee MOST SUCCESSFUL sewices, pmgrams, or features of your educational facility? Why do you think so? - Comments:

    University, SK

    1. Upon registration of a release of information form by a letter helshe can be provided with a letter for their instructor(s) identifying needs and requesting availability of documentation.
    2. Adapted/specialized equipment. This provides access to the web, library system, courses, activities, programs, etc.
    3. Physical accessibility. As a whole, our university is quite accessible for wheelchairs andlor scooters. We have designed special writing tablets in larger lecture theatres for students who use a wheelchair or scooter.

    College, SK

    1. Special funding allocated year by year to meet special needs.
    2. Well-equipped career centres - Computers adapted to special needs.
    3. Students receive individual counselling support, small class size enables one-onone instructional support; a strong literacy support network.
  • College, AB
    1. Individual contact with students and coordination with instructors and other services within the college. We are a small institution, thus it is more feasible to know the instructors and students quite well. The consultants do an excellent job of getting to know the individual students and have built up the respect of instructors.
    2. We are housed within the Learning Skills Centre so that students with disabilities can have more coordinated support from the Disability Services Consultants, the Learning Skills Specialists - this is especially important to the students with learning disabilities. Contact me next year after I've had a year to implement changes and evaluate them.

    University, AB

    1. Academic Accommodations Policy - clearly outlines the academic accommodations process, roles and responsibilities on the part of both the students, the instructor and the institution - outlines appeal mechanism - provides clear parameters.
    2. The Disability Resource Centre, its programs, services and staff.
    3. Senior level commitment to creating an accessible learning environment.

    College, AB

    1. Peer tutor - because we have staff persons to administer funds, and because it is a recognized service.
    2. Teacher accommodations - with some instructor. We have staff person to coordinate. We are a small college. Some instructors will make every effort to assist students.
    3. Exam accommodations - same as #1.

    University, Atlantic Canada

    1. Model of Service Delivery - [The Centre] is responsible for coordinating oncampus services for students with disabilities in partnership with faculty, staff, students and the university administration. As such, disability accommodations and services are a university-wide (shared) responsibility. This has led to greater disability awareness within the university and more effective cost-sharing among university departments in terms of providing services and accommodations to students with disabilities. [The Centre] awards annually to an individual or group for excellence in disability accommodations. Past recipients include the Computer Science, Chemistry and Physics Departments, faculty, staff and students.
    2. [The Centre] receives its operating budget from the university - This signifies the university's long-term commitment toward providing services and accommodations for students with disabilities. When external funding is received (e.g. HRDCDPPP), the university has not reduced [The Centre's] budget proportionally. The additional funding is used to run special projects (e.g. to create publications for students, faculty and service providers; to purchase adaptive technology; and to operate our high school to post-secondary transition program for students with disabilities). In times of financial restraints, we are constantly striving to be creative in terms of 'doing more with less'.
    3. Creation of the Dean of Student Affairs and Services Advisory Committee for Students With Disabilities. It was established when [The Centre] opened in January 1992. It includes representation from key service areas (e.g. Admissions Office, Student Affairs and Services, Computing and Communications, the Library, and Facilities Management); students with disabilities; and various disability-related community agencies (e.g. CNIB, Canadian Paraplegic Association, Co-Ordinating Council on Deafness, and the Ability Works Employment Agency). This infrastructure provides [The Centre] with expert advice on issues related to students with disabilities. It has strengthened our working relationship with key groups on campus and in the community who are instrumental in terms of assisting [The Centre] to co-ordinate services and programs for students with disabilities. It has also increased [The Centre] profile on campus and in the community. The committee meets at least twice a year and more often, when necessary.

    College, Atlantic Canada

    1. Our campus is relatively new and improvements to the older portions of campus are being made. We are in a learning mode, due to our relatively young age as an institution. Greatest improvements have been made to the physical facility itself - Accessibility.
    2. Tutoring services.

    University, Atlantic Canada

    1. Presence of [the Centre] on campus (as one of the Student Services components) to provide a centralized program of services.
    2. This university is a small one, and therefore generates more easily a cooperative atmosphere (faculty, administration, students). Also, the President himself is an advocate of accessibility and this filters down.

    University, Atlantic Canada

    1. [The Centre] is our most successful service for students with learning disabilities. Its staff are very well trained, its funding is relatively stable and its range of services is comprehensive.

    University, QC

    1. Model of service delivery - approach based on social model of disability and student services Student Development model. Very inclusive, student-directed service; good levels of student involvement in office at service provision level.
    2. Technology Centre -state of the art equipment/computer lablprofessional support and training. Also acts as meeting placelself help peer support environment for students. Feasible loan policy for portable equipment.
    3. Individualized exam services - very popular with students, faculty and administrators.

    Cegep, QC

    1. Adaptive technology and support readily available - updated - user friendly.
    2. Many faculty knowledgeable and willing to accommodate to students needs. This partially due to fact that they have a large number of students that we serve.
    3. Building accessible.

    Cegep, QC

    1. Services of disabled students. I advocate for all of our disabled students. We are funded only for hearing, vision and mobility impaired, but I widen the services for learning and medical disabled.
    2. Our technology is 'up-to-date'; we 'level the playing field' in as many areas as necessary.

    College, ON

    1. Services for Students with Disabilities - if a student encounters any type of problem, then our staff does everything in their power to ease/correct/alleviate the situation. We take the time to answer questions and to help.
    2. The counsellors and staff of the tutoring are very helpful and empathetic to all the students needs and concerns.
    3. Registrar's Office - it is most accommodating to all students and are very concerned about helping individuals with disabilities in accessing programs and education.

    University, ON

    1. The services provided by people. Because they are the most effective and they're friendly. This includes special needs office, Registrars Office, library, etc ...
    2. Technology available - e.g. the Reading Edge, etc., etc.
    3. Physically, our institution is a centralized one, generally with no need to go outside to change classes, go to the library, etc. Very important in winter!

    College, ON

    1. I think our Learning Support Services area is a very useful support. Students seem to benefit greatly from the services and feel quite comfortable going to LSS.
    2. Students with disabilities are all seen by counsellors for identification of appropriate accommodations and are monitored (by the counsellors). They are seen each semester to ensure that their needs are being addressed.
    3. Faculty are very willing, for the most part, to provide accommodations recommended by counsellor. They are very supportive generally-speaking.

    College, ON

    1. Academic support - accommodations excellent GPS and below general population withdrawal statistics.
    2. Counselling - as above.
    3. Peer services - usage statistics - student satisfaction.

    University, ON

    1. Disability Services.
    2. [Two of the campus] Libraries.
    3. Certain residence buildings.

    University, ON

    1. Special Services to Persons with a Disability - offers a broad range of supports and services, psychologists, OT, counsellors available to support students - student-centred.
    2. Libraries - all have staff dedicated to serving persons who have disabilities.
    3. Adaptive Technology Resource Centre - state-of-the-art hardware and software trainers and technical experts, offers equipment assessment, assistance with selecting/purchasing, training in use.

    College, BC

    1. Centre for students with disabilities offered assistive devices, to assist student in reaching their education goals, and after accommodations.

    College, ON

    1. Admissions process.
    2. Physical access.
    3. Attitudes.

    College, ON

    1. Adaptive Technology and Training Centre: a centre set up with various pieces of technology (e.g. CCTV readers, scanners, speech and enlargement software, comfortable chairs and tables). This area is used primarily for testing, which is a number one accommodation for students with disabilities. It is also available for student use and quiet study.
    2. External Advisory Committee: this is made up of outside agencies, i.e. Canadian Hearing Society, Canadian National Institute for the Blind, as well as representatives from the local boards of education and representatives from the Disability Services Office. The primary focus of this information exchange - i.e. New developments and changes in the community and boards and application policies and procedures for students.
    3. [Committee]: recently struck this is an internal committee made up of representatives from various areas of the college including physical services, planning, scheduling, computer services, parking and representatives from the Disability Services Office. The primary focus of this group is to ensure that disability issues remain at the forefront of any planning taking place on the college campuses, e.g. Construction of a new wing (access issues), scheduling of classes in portables, modifications in student computer labs (hardware and software implications on adaptive technology, etc.). Our goal is to be proactive instead of reactive to any given circumstance.

    College, ON

    1. We have an agreement with Admissions - when student has current documentation about a learning disability, counsellor verifies out our assessment summary form. We meet with the chair of that program to discuss why candidate would be successful given appropriate accommodations (see attached).
    2. Once a week a psychiatrist is available at [The College] for students with mental health disabilities, covered by OHIP. Also once a week an M.D. who specializes in adults with attention deficit disorder and Turrettes sees students. Both are very busy.
    3. Excellent assessments for students with learning disabilities are available through our centre. Recommendations are made for college success and accommodations. Equipment is purchased through the bursary for students with disabilities. Services provided by our centre.

    University, ON

    1. [The University's] campus is small, compact and easy to navigate - snow removal (etc) is minimal and usually completed by 7:30 a.m. (classes don't start till 8:30).
    2. Special Needs Office encourages all students with disabilities to visit the campus long before they actually arrive. We set visitors up with a campus guide who has the same disability (or close to it) as the visitor.
    3. We (in the Special Needs Office) work very closely with our faculty members and solicit their input whenever we can - over the last 8 years, they have become much more aware of, and interested in students with disabilities.

    University, ON

    1. Access Centre philosophy and genuine belief in the rights of individuals with disabilities to a full and broad education delivered in a dignified manner - treat students with respect and as independent adults - encourage individual responsibility for education - our role is to help facilitate the students obtaining their goals - to act as a resource rather than a director.
    2. [The University's] faculty and staff do their best towards the integration of all students.
    3. Lots of relevant auxiliary support staff service available on campus (i.e. Study Skills Workshops; Counselling and Development Centre, Writing and Method Centre, Tutor Registry, Recreation Centre) and positive linkages between the Access Centre and these services.

    Univevsity, ON

    1. Physical accessibility of the campus enhanced by the Access Fund. This fund, cost-shared between university administration and the student government provides $100,000 dedicated to improving physical access to the campus each year - tunnels and general campus accessibility.
    2. 24-hour Attendant Services Program in residence - program is unique in Canada, allowing students with high levels of care to access university education.
    3. Academic Accommodation Access - including assessments, documentation and comprehensive system for receiving accommodations (extra time; equipment; alternative format) for tests and exams.

    University, MB

    1. Our senate policy works very well and is almost unanimously supported by academic and administrative staff. It allows individualized accommodation initiatives.
    2. Faculty members, with very few exceptions, are supportive of students with disabilities and are willing to provide appropriate accommodation. Support staff also provide service - library staff, residence staff, etc.
    3. We are small, friendly institution. Students with disabilities seem to find it a comfortable environment for study and participation.

    University, MB

    1. The willingness of certain departments, faculties, and instructors to look at individual need of some students with disabilities, and adapt programs to enhance student access and success.
    2. Disability Services Office (assistance for students).
    3. Library Services for students with disabilities.

    College, MB

    1. Individual attention - we have very few students with disabilities on campus, and are a small campus, so can provide individual services.
    2. General willingness of instructors to provide service - although this varies with the program and instructor.
    3. Small size makes accessibility easier

    College, AB

    1. Academic accommodations particularly exam accommodations. We have welldeveloped documented procedures that assist us in providing effective accommodations.
    2. Individualistic funding procedures have been developed to the extent that most required accommodations are funded fully. Allows us to ensure that student needs are met.
    3. Assistive computer technology service fully equipped lab, in library, assessment and training services, partially cost recovery.

    College, AB

    1. Openness to accommodation for LD.
    2. Coordination of sign language interpreters, payment of and organizing for classes.
    3. Ability to refer for funding to VRDP to assist students in obtaining services they are entitled to and often not aware of.

    University, AB

    1. Exam writing accommodations.
    2. Coordination of interpretive services
    3. Program for students with learning disabilities.

    College, AB

    1. Willingness of various departments to work together to find unique, appropriate help for individual disabled students. We found that other students are usually VERY supportive.
    2. We have a 'Transitional Vocational' program for special needs adults. Apart from providing a good service for them, it helps keep the rest of the college more aware of the needs and perspectives of special needs persons.
    3. Sidewalks are in good repair and there is a high priority on keeping them clear of snow.

    College, AB

    1. Small size of college allows for personal attention to students' specific needs.
    2. Assessment services provided and recommendations made for intervention/assistance.
    3. Peer tutoring.

    University, AB

    1. Because of our distance delivery system, access is rarely an issue. We can accommodate mobility impaired students easily.
    2. Some of our building access (rental facilities) is poor for wheelchair access.

    College, AB

    1. Instructors EXTREMELY cooperative with accommodation requests and very supportive of students - small community - instructors are here because they want to be, not just for the job.
    2. Advocacyfliaison with other agencies - small community and great relationship with agencies.
    3. Successful services - in general collegewide (four campuses). Dedicated staff willing to go the 'extra mile' to ensure removal of as many barriers as possible.

    University, BC

    1. Individual and personal help.

    University, BC

    1. [The Centre] tries to meet all student's needs. Students can drop in anytime, often without an appointment and really feel supported. We are also trying to interpret more of the services, so that students don't have to go to six different places to gather info - i.e. academic advising, FA, the Centre, etc.
    2. This institution is still small enough that students are seen as individuals and not as numbers. Our relationship with faculty is excellent and [the Centre] enjoys a good reputation among staff and faculty as a resource base.
    3. Overall (except for parking) [the University] is a very accessible campus, physically. We have worked very well with facilities to look proactively at renovating washrooms, substituting different liquid soaps, buying hepa-filters for vacuums, installing railings, braille signage, etc.

    College, BC

    1. [One campus] is very physically accessible to all.
    2. Services for students with disabilities is very accessible and easy for students.
    3. ASE programs are responsive to community needs.

    College, BC

    1. All services coordinated through counselling office - totally integrated - less stigmatizing.
    2. Specialized equipment, books, etc. provided by a provincially coordinated service so that it isn't too burdensome on individual institutions (financially). Also, better for student - more current technology available.

    College, BC

    1. [one] campus offers a number of first and second year academic courses. It is a cohesive, supportive environment and an excellent transition to the larger campus. Students with disabilities have an opportunity to "ease" into a post-secondary setting and find out what works for them.
    2. Generally very accessible physically - except for elevator!
    3. We offer part-time program for people with a history of mental health disability or a head injury who are wanting access to post-secondary students are in the program for a year preparing to move to regular classes the following year.

    University, BC

    1. Notetakers and exam accommodations - process for requesting is very straightforward.
    2. Adaptive equipment lab.
    3. Support for students with LDs.

    University, BC

    1. [Centre] for students with disabilities. We have in my opinion one of the most up-to-date resource centres with excellent access to equipment and knowledgeable staff.
    2. Good policy on accommodation. While at times criticized, I believe our policy strikes a good balance between the various and at times often opposed philosophies in terms of service provision.
    3. Campus accessibility is, when you compare to other campus in Canada, excellent. Still room for improvement, 5 year plan is addressing these issues. but

    College, BC

    1. Intake and educational planning plus transition supports (my responsibility). I bring them in - then refer to others, so access is classified, once students are admitted.
    2. Our Achievement Resource Centre (ARC) refers good study skills workshops and courses for all students.
    3. The availability of several specialists to offer support and services to SWD.

    University, BC

    1. Talking book production in-house; easy access to services - large volunteer staff.
    2. Commitment from senior administration to core funded disability services and committed, qualified core staff involved in direct services and cultural change.
    3. Innovative services and training: access to technology and training provided on technology; alternate format training; access to captioning.

    Cegep, QC

    1. Les services pedagogiques, et l'equipment services aux etudiants sont 3 services concernes et leur approche et leur sensibilisation ne causent aucun probleme. Au contraire, leur collaboration est toujours assuree et diligente. Les enseignants-es, les gestionnaires et le personnel en general repondent toujours aux attentes, aux demandes "speciales".

    Cegep, QC

    1. L'acces physique aux locaux du College.
    2. L'ouverture des enseignants I trouver des moyens concrets d'aider les etudiants handicapes. La disponibilite des aides pedagogiques individuels a faciliter l'insertion des etudiants handicapes et les assister dans leur cheminement scolaire.

    University, QC

    1. Service d7Acceuil et d'informations. Nous offrons un encadrement, facilitons les documents en medias alternatifs et les contacts avec les professeurs. Les etudiants sont rencontres individuellement afin de connaitre et evaluer leurs besoins.
    2. Programmes d'aide financiere offerts par le Ministere de l'education. Cette aide est essentielle. Les responsables au Ministere collaborent etroitement avec nous afin de soutenir les etudiants.
    3. Soutien informatiques. Les developpements ont permis l'acquisition de materiel qui facilitent le travail scolaire des etudiants. Les developpements sont recents et ont ete possible grace a des subventions du Ministere de l'education.

    Unzverszte, QC

    1. Les services aux Ctudiantes et aux etudiants handicapes de [l'universite] offre un bon soutien. Ce soutien est tres personnalise et le support humain est tres important, autant avec l'etudiant que les membres du personnel de [l'universite].
    2. Le centre de soutien technique. Griice aux subvention de Ministere de l'education, l'equipement technologiques est bien.
    3. La majorite des professeurs et des membres du personnel sont tres ouverts face aux etudiantes et aux etudiants handicapes. Ceci facilite grandement le support entre nos services et ces personnes.

    Cegep, QC

    1. Petit collkge donc accessibilite tres concentree: un seul batiment.
    2. Peu de cas de personnes handicapkes. Donc, tentons de repondre aux demandes et besoins le plus possible tant qu'ils demeurent realistes.

    Cegep, QC

    1. Considerant le fait que nous sommes me petit college dans une region semirurale, nous avons tres peu d'eleves handicapes qui requirent des services speciaux d'aide. C'est le service de prise de notes (le seul) qui est presentement offert et dispense au niveau de l'assistance academique comme telle. Ce service semble repondre vraiment a des besoins specifiques de deux de nos eleves actuellement.
    2. L'autre aspect est relie de 17accessibilitC physique de notre etablissement. Les amenagement ont ete fait de maniere a faciliter l'acces physique externe et interieur de notre college.

    Cegep, QC

    1. Prise de notes pour des paies: la collaboration et I'aide affrontees pour les etudiants dits "normaux" aux etudiants handicapes permettant me ouverture d'esprit et une connaissance de la "difference".
    2. Les interpretes envoydes par le [Cegep ...I rendent la vie plus facile aux etudiants malentendant et facilitent leur integration dans le mileu (surtout pour les nouvaux). C'est un lien entre les etudiants et l'administration.
    3. Transcodage en braille, enregistrement de livres sur cassettes sonores etc. Sont indispensables pour les aveugles. Le [Cegep ...I (SAIDE) collabore etroitement avec nous.

    Cegep, QC

    1. L'accessibilite a des services personnalises via la personne ressource au College.
    2. La volontk d'accueil & d'integration des etudiants handicapes parmi la population collegiale.
    3. Accessibilite physique des lieux repond assez bien aux besoins de la clientele.

    Cegep, QC

    1. t a n t donne le marche tres restreint d'eleves handicapes, nous essayons de repandre individuellement aux lleves en terms de presence, de ressources humains et materiel. Un encadrement et un service personnel est assure pour les processionals, les coordonateurs de programs et pour les professeurs.

    Cegep, QC

    1. Service d'interpretariat, service rodC, stable, efficace. Fonctionne sur des roulette.
    2. Service de prise de notes. Bonne participation des profs au choix d'une preneur de notes. Fiabilite des eleves preneurs les notes.
    3. Service d'accompagnement aux deplacements. 54.4: Temps alloue aux examens lorsque pertinent.

    In general, in terns of campus accessibility, what do you feel are the three LEAST SUCCESSFUL services, pmgrams, or features of your educational facility? Why do you think so? - Comments:

    College, BC

    1. Trades programs are becoming more responsive/controlled by external bodies, i.e. business, government regulations, and as a result are becoming less accessible. Big problem.

    University, SK

    1. Not all entrances have door openers.
    2. Handicapped parking could be improved in some areas.
    3. Stairwells in some buildings could be better identified. As well as some washrooms made more accessible.

    College, SK

    1. Limited training opportunities in small communities.
    2. Limited funding support for lower academic reading levels between literacy program and Basic Educational level.
    3. Staff have not had a lot of experience with a wide range of learning difficulties, in most cases.

    College, AB

    1. For some years these services have been provided rather ad hoc. We are working at coordinating and integrating the services into regular college life - and the Learning Skills Centre.
    2. Budget!
    3. Again, contact me next year when we've had a year to pull services together.

    Universiv, A B

    1. Physical access - large campus, many buildings built at different times in the institution's history - not accessible - limited number of accessible washrooms - not available with all buildings, etc. etc. etc.
    2. Differential levels of awareness, knowledge and commitment to the principles of an accessible learning environment - although strong senior level support - still operating with diminished human and financial resources regarding ability to provide top of the line services.
    3. Volunteer program.

    College, AB

    1. Finishing - making washrooms wheelchair accessible - i.e. no inside door handles, no lower paper, no sink changes. Reason is that some changes being made such as changing door, moving toilets.
    2. Have developed a plan to install automatic door opener on every major building. Reason - Vice President who supports the need.
    3. Installing elevators - taken 7 years to get one installed. Reason cost, little need.

    University, Atlantic Canada

    1. Due to financial restraint, there is only one full-time service provider for students with disabilities. Ideally, there should be additional full-time staff including a learning disabilities specialist who can provide diagnostic testing in the area of learning disabilities. At the moment, students have to arrange such testing in the community at their own expense.
    2. Ideally, the campus could be made more physically accessible (e.g. more automatic doors, low pressure doors, chair lifts, mini-wheelchair elevators, handrails, and strips on the edges of he stairs). During the 1980s, the university received dedicated funding from the provincial government to make physical accessibility improvements on campus. This funding no longer exists. [The Centre] asked the university to dedicate a lump sum amount out of its capital budget for accessibility improvements, beginning in 1998, to continue on a yearly basis. Faculty, staff, and students with disabilities have been asked to prepare a priority list in terms of which improvements they would like to see made first, assuming funding is allocated.
    3. Ideally, more adaptive technology and equipment should be made available on campus (e.g. voice recognition software, loaner laptops, talking calculators, and adapted keyboards). The Dean of Student Affairs and Services Advisory Committee for Students With Disabilities has recently established an ad-hoc committee to look into fund-raising initiatives to update the university's adaptive technology bank. In fact, almost all of the adaptive technology acquired for the university has been done through grant writing, fund-raising, and through donations.

    College, Atlantic Canada

    1. Need to liaise more with outside agencies.
    2. more in-house education required in regards to students with disabilities.
    3. Develop a long-term strategy and set of policies to deal with our special needs students.

    University, Atlantic Canada

    1. The accessibility and programs for students with disabilities is poor. The university will try to help, but is not equipped to do this efficiently and effectively. However, it has not been asked to do so, as we have had very, very few students with disabilities (other than L.D.) come to [the University].

    University, QC

    1. Evacuation procedures - Involves cooperation of too many other staff. Old buildings - no refuge areas built in. For distribution of flashing alarms. We are working on all this.
    2. Faculty workshops - not enough staff and time to do this and faculty also not interested in this - very presumed. Wish we could think of a way of doing this but can't. Deal with issues in an individualized basis with faculty.
    3. Poor distribution of students across programmes. Master in Arts - then Education Science, Medicine, Law. Almost none (three) in Engineering etc. Wish more students were interested and qualified for a wider variety of programmes.

    Cegep, QC

    1. Lack of institutional policies and procedures - depend too much on good will. Should be role of task force with service taking initiative.
    2. Students need assistance to reactivate student association. Could serve as a user group for giving feedback.
    3. Limited physical space for invigilating exams. Computer space cramped.

    Cegep, QC

    1. Not enough parking.
    2. The building is huge and dates from the early century. Sometimes we find areas of non-accessibility, but once it is discovered, the situation is corrected.
    3. The WORST problem is with public transportation. Adaptive transport service is AWFUL!

    College, ON

    1. Some difficulty with computing services, although the individuals are very knowledgeable, it takes a while before they respond to any problem situations.
    2. Some difficulty with security and parking ... again, the response time is slow at times.
    3. On the whole, the college reviews all its services and tries to correct and improve access and services on an ongoing basis.

    University, ON

    1. Physical accessibility is adequate, but could always be better.

    College, ON

    1. Pre-registration of disabled students. Many part-time courseloads and part-time students are only permitted to register once full-time students have loaded on. This is usually just a few days (sometimes one week before classes start). Timetable production difficulties are the root of this problem.
    2. Sometimes it is difficult to find out which textbooks are going to be used early enough for WRMS to provide alternative textbooks. Why - teachers assigned late to course or just have not identified what text yet.
    3. Occasionally the teacher has not been identified soon enough to allow an early enquirer to be introduced or to allow for preparation of taped textbooks. This happens less often these days but can still be a nuisance.

    College, ON

    1. Physical Accessibility - funding limitations.
    2. Remediation - not enough opportunity.
    3. Equipment - funding limitation.

    University, ON

    1. Food and Services.
    2. Some residences.

    College, ON

    1. transportation.
    2. Socialization.

    College, ON

    1. Peer Mentoring Program - not enough manpower available to support and maintain a successful program. Involves a great deal of co-ordination, unfortunately, staff very busy and unable to provide the support required to ensure this program's success.
    2. Student Support Groups - again not enough manpower, also students did not seem very committed to the group.
    3. Information Sessions - applicants with disabilities have demonstrated over and over again that they prefer to meet with a consultant one-on-one to discuss programming and disability-related issues, as opposed to the large information group structure of a session.

    College, ON

    1. We have no student-lead support services for students with disabilities, or student advisory groups. We have tried in the past, have not been able to get students to attend on a regular basis. We do not have student reps on our advisory groups.

    University, ON

    1. Financial stability of the institution has adversely affected the funding, services, programs, particularly related to staffing at the special needs office.
    2. Some elevators on campus need upgrading.. . curb cuts, doorways, hills.. . some are still problematic.
    3. Attitudes of SOME professors and staff can limit a student's chance for success ... mostly non-visible disabilities.

    University, MB

    1. With limited funding and on an older campus, we can improve physical accessibility only in small bits. We need elevators, doors, better ramps, etc. Our physical plant does its best to improve things, but we can not do the needed overhang.
    2. Qualified ASL interpreters are not available in [The Province] and are prohibitively expensive to bring from [The City]. Our deaf students rely on speech reading, notetakers, FM systems.
    3. We need a staff position whose role is the overseeing of special needs services. My administrative assistant and I just lack the time to do anything beyond maintaining what's in place (we do all the exam accommodation, for example). We also need a budget allocation for such services.

    University, MB

    1. Coordination of services targeted at persons with disabilities. Staff and students are handled separately in some instances (e.g. computer support, parking).
    2. Decentralization of budget funds for access initiatives, renovations.

    College, MB

    1. Lack of policies - makes it difficult to require instructors to provide accommodation in those instances where they are not inclined to cooperate.
    2. Limited resources - very little staff or physical resources to provide technology, instructional support to teachers, training etc. - Limited number of students with a given disability also make it impossible to provide current technology.
    3. Learning disabled students have been most difficult to serve - partly from awareness perspective and partly because no academic support program existed. If the pilot program established this year continues, this area will improve.

    College, AB

    1. Perhaps information sharing between students and instructors. Although it is effective in many instances, it is not consistent.
    2. Science laboratory accessibility. We have a very accessible campus but science labs were not designed with access in mind. However, no student has yet identified a problem with the current situation.
    3. Determining reasonable accommodations for and responding effectively to students with chronic medical andlor mental illness concerns, particularly with respect to classroom attendance and time lines.

    College, AB

    1. More understanding and clarity needed regarding accommodation for LD students.

    College, AB

    1. Because many of our programs are geared for physically demanding careers (equine management, beekeeping, carpentry, heavy-duty mechanics), we don't actually attract great numbers of disabled students. So, we don't have a designated 'infrastructure' to accommodate those who do come.
    2. Our campus is huge - small college in a small town - but we are REALLY spread out. Relatively harder for a mobility impaired person to get around.
    3. We have been in retrenchment budgets and outright cutbacks (21% over 3 years) for about the last 10 years and more to come. All departments are really getting squeezed - so, as our consciousness of the needs of disabled students grows, the resources are progressively shrinking!

    College, AB

    1. A drawback of being a small community is it is hard to keep on top of the latest adaptive equipment/software - spend a lot of time searching for answers and only work part time.
    2. Understaffed - provincial government won't increase funding, therefore sometimes hurting services for students.
    3. Physical accessibility in new institutions disappointing; much NOT done to code (parking stalls on steep slope, no drop down curbs for some, ramps too steep - key requirement for elevator - therefore not truly accessible).

    University, BC

    1. No support from government or government agencies. All legislation is written in such a way that the resources go to public institutions. As a private institution, we get no help. So, not only do our students pay for the entire cost of their education, students with disabilities have the support they received from the government cut if they decide to attend [The University]. (Funding is not available from the government or its agencies to the university or the individual. It makes things very difficult.) Consequently our ability to fund and sustain a strong program for students with disabilities is very difficult.

    University, BC

    1. Parking - close by - as this institution is growing, distances between students services offices and classrooms are unmanageable for some physically impaired students.
    2. Policies and Guidelines - no clear pathway through these as to which one applies in a particular situation.
    3. Integration of our services with the one's on a provincial level. Our student demands come first with 2 staff-members per 500 students and a coordinator 1 day a week our resources are stretched and we often don't fully connect with other institutions and provincial initiatives.

    College, BC

    1. Interpreting services is currently separate from other services. Shouldn't be - better coordination of services would result.
    2. Currently, Assistant DH responsible for coordination, also has other responsibilities. It would be better coordinated by someone whose only job is to coordinate services for students with disabilities.

    College, BC

    1. Lack of serviceslprograms for students with a learning disabilities - the campus offers a large adult basic education program we tend to get mature students who were not successful in school generally because of some kind of learning disabilityldifficulty . There is inadequate supportlin-service for instructors on strategies for teaching these students.
    2. Because of the size of our campus we are unable to offer anymore career or vocational programs - presently we offer some vocational programs off-site but managing the support to students with disabilities at off-site locations is difficult.
    3. As a smaller, regional campus we do not have equal access to resources that the larger campus does. i.e. scanner, etc.

    University, BC

    1. Areas of some buildings completely inaccessible.
    2. Resistance of instructors in science faculties to accommodate hidden disabilities.

    University, BC

    1. Transition programs are not available due to lack of funding.

    College, BC

    1. Administrative commitment - i.e. dollars from institutional budget made available to offerlprovide services to students with disabilities.
    2. Administrative commitment to access for SWD. This is due to alterations to courses and programs requested by SWD. Also SWD are often underqualified and fail.
    3. I believe it's because of time needed and high cost of individualized service provision; Also, lack of faculty in-service by my colleagues to ensure adequate accommodations are provided. This is due to lack of time.

    University, BC

    1. Communicating with high schools and junior high schools.
    2. No comprehensive and current physical access guidebookldata base; no firm, centralized control over building accessibility in new construction; plans with access considerations often not followed/adjustments made during construction.

    Cegep, QC

    1. La reconnaissance de la variet6 de moyens disponibles pour venir en aide aux etudiants handicapes.
    2. Une analyse des besoins 6triquCe cherchant des reponses "passe partout".
    3. Difficult6 importante B cerner une problematique, a poser le bon diagnostic et a prescrire les bonnes solutions.

    Universitk, QC

    1. Aucune formation auprks des membres du personnel n'est offerte. Il y a peu de sensibilisation qui se fait.
    2. Il est certain qu'en ayant seulement de 15 a 20% du temps a consacrer a cette clientele, il y a certains aspects qui sont negliges. Mais, il faut relativiser par rapport au nombre de personnes inscrites a l'universite.
    3. Aucun service n'est mis en place actuellement pour les etudiants ayant des troubles d'apprentissage. Le Ministere de l'education ne reconnait pas cette deficience mais le reconnaitra siirement viendra pour la prochaine annee. Il faudra instituer services specifiques.

    Cegep, QC

    1. Vielle construction, ce qui fait que nous avons adopte les lieux mais une pente parfois ne respecte pas les normes, pas de psrtes electriques, toilette pour fauteuil roulant parfois difficile d'acces (ex. fauteuil electrique).
    2. Une construction ajoutee au batiment principal y est plus difficile d'acces pour une personne en fauteuil roulant. Besoin de sortir a l'exterieur pour y avoir acces car 7-8- marches a descendre sans ascenseurs.

    Cegep, QC

    1. Actuellement, les services, programmes ou aspects de notre etablissement repondent adequatement aux besoins des eleves handicapes que nous avons actuellement.

    Cegep, QC

    1. La signalisation et les adaptations physiques pour les aveugles pourraient etre arneliorees. Appendix Laboratoires non adaptees. Sports peu accessible.

    Cegep, QC

    1. Aucune measure de securite ou d'urgence pour nos handicapes.
    2. Aucune aide pour les etudiants qui presentent des troubles d'apprentissage.
    3. Place 1 amelioratise des lieux physiques. Absence de ben6volat face a certains besoin identifier par la clientele handicapee.

    Cegep, QC

    1. Aide aux eleves handicapes visuel parce que tres peu d'expertise.



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