Introduction

In this chapter, we discuss the university’s approach to accessibility and accommodations for students with disabilities and provide guidance on how members of our department can (a) develop a baseline understanding of accessibility legislation and accommodation processes, (b) navigate the standard accommodation procedures, (c) handle unique and complex accommodation requests, and (d) access guidance and resources to effectively collaborate with AccessAbility Services in meeting the needs of students with disabilities.

The Importance of Accessibility and Accommodations

Legislation and regulatory changes have increased the enrollment of students with disabilities in higher education. These reforms include an obligation on the part of educational institutions to make ‘reasonable’ adjustments for the provision of accessible facilities and services to reduce obstacles to equal participation in education (Schreuer & Sachs, 2014). The Ontario Human Rights Code recognizes the right to equal treatment in education, free of discrimination on the grounds of disability, as part of the protection for equal treatment in services. However, the Ontario Human Rights Commission (OHRC) has also acknowledged that, despite a highly regulated and complex educational framework designed to address students’ “special needs,” many students with disabilities continue to face barriers to accessing educational services in Ontario (Ontario Human Rights Commission, 2004).

The barriers students living with disabilities encounter in the higher education system can have a substantial effect on their capacity to succeed academically. It is also important to note that students with disabilities face an additional ‘cognitive load’ related to navigating their lived experience with a disability outside of school, which may impact their education (National Educational Association of Disabled Students, 2018). For this reason, accommodations and accessibility are required to maintain an equitable learning environment for students with disabilities, as accessibility allows students’ diverse learning needs to be recognized and accounted for, while accommodation helps to ensure that any students with outstanding needs will receive support (Centre for Innovation in Campus Mental Health, n.d.).

Glossary

AccessAbility Services

A student service, academic service and University of Toronto equity office on the University of Toronto Scarborough campus. Supports undergraduate, graduate, and non-degree students with disabilities in navigating disability-related barriers and promoting accessible and inclusive policies, practices, procedures, and programs.

Accessibility Advisor

A member of the AccessAbility Services office who verifies that there is a disability-related need that requires accommodation within a particular learning environment and uses best practices, input from the student, and medical documentation to develop accommodations.

Accessibility for Ontarians with Disabilities Act

A piece of legislation in the Province of Ontario aimed at making the places where people work, live, and learn as accessible as possible.

Letter of Accommodation

The purpose of the Letter of Accommodation (LoA) is to outline students’ accommodations and provide information about the implementation of these accommodations. A Letter of Accommodation is developed with an accessibility advisor and generated in the student’s myAIMS account at the beginning of each term. The letter of accommodation highlights information about the student’s accommodations such as how much additional time or support they are permitted to receive.

myAIMS

UTSC’s AccessAbility Services delivers many services through an online system called My AccessAbility Information Management System (myAIMS). This platform allows faculty to conveniently reference which students in their courses are currently requesting accommodations and view their students’ Accommodation Letters.

Reasonable Accommodation

Can be defined by departmental expectations or in consultation with someone from AccessAbility. Reasonable accommodations are made on a case-by-case basis by accessibility staff, faculty, and academic departments based on recommendations from documentation received from health providers, student input and the academic integrity of the program.

Standard Accommodation Procedure

The Department of Psychology has developed a Missed Term Work policy that can be applied in all courses to process accommodation requests, including those from students registered with AccessAbility Services. The Missed Term Work request form can be found here.

While it is encouraged to implement this policy in your courses, faculty and course instructors are able to develop their own course policies for handling accommodation requests.

There are however a few important things to keep in mind.

• Accommodation requests may come to you in two different ways:
  • (1.) Students may contact you directly with their request, or
  • (2.) A disability consultant from the AI office may contact you with the request

• When students contact you directly you may review their Letter of Accommodation to determine if what they are requesting is outlined in their pre approved accommodations
  • You can have them send you a copy of their LoA via email or view it through myAIMs

• When a Disability Consultant contacts you, they will typically confirm in their email the specifics related to the request, including whether it is already approved per the student’s LoA or if it falls outside the parameters. If the request falls outside the parameters of the LoA they may indicate their office’s support of the request and suggest accommodations, or ask to discuss accommodation options with you.

• Once you have received the request you may determine what the appropriate accommodation may be.
  • Preferred accommodations include extensions on assignment submission, alternate assignments, and make-up quizzes/tests.
  • Reweighting a missed assignment/quiz to another course component is sometimes feasible, but this practice is discouraged for term tests. The Academic Handbook states (7.3) that transferring the value of a missed term test to another test or to term work would not usually be considered an acceptable accommodation if a test is missed due to disability-related reasons, unless this guidance is provided by AccessAbility Services. You are still welcome to propose this as an accommodation, however, please be aware that Disability Consultants may not be supportive of this option.
  • Disability Consultants are able to assist in providing guidance when it comes to what an appropriate accommodation would be. You may also contact the Undergraduate Program Administrator with questions regarding potential accommodations.

How to Handle Unique Cases

Requests for Accommodation Not Included in Accommodation Letter

• If a student asks for an accommodation that is outside the scope of the LoA, you should ask them to meet with their Disability Consultant. If the Disability Consultant determines that the accommodation is warranted, they will then contact you.

Student is in the Process of Registering with AccessAbility

• Until a student is formally registered with AccessAbility, you are not obligated to accommodate. That said, if the student has outlined circumstances that you would like to assist with, you are able to offer term work and term test accommodations that you deem appropriate.
• Final exams are managed by the Registrar’s Office and would be outside of your jurisdiction, so you may not offer your own accommodations for finals. Please direct students to the Registrar’s Office if they have any final exam concerns.
• For questions about AccessAbility exams you may contact the Accommodated Tests and Exams team within the Registrar’s Office: accessexams.utsc@utoronto.ca

Accommodation Request Submitted Late in the Semester

• The Academic Handbook (7.3) states: The Ontario Human Rights Commission Policy on Accessible Education for Studies with Disabilities highlights that “depending on the nature of a disability, a student may not be able to request accommodation in a timely way. For example, a student may be experiencing a disruption in their functioning but may not be able to follow the institution’s process for arranging accommodation.” In the case that a student requests accommodation after a deadline, test, or course has been completed, AccessAbility Services will contact the instructor directly to discuss the request. If a student approaches you directly, and indicates a disability-related concern, consult with AccessAbility Services before making decisions on any accommodation requests.

Other Unique Circumstances

• In any case where you are unsure of how to proceed, you are welcome to consult with the Undergraduate Program Administrator for guidance.
• Contact: psychundergrad.utsc@utoronto.ca

FAQ

How and when should I refer a student to AccessAbility services?

• AccessAbility services can assist with a number of disability related matters including mental health issues, and temporary disabilities such as a broken limb or short term impairment after medical treatment or surgery.
• If a student indicates that they have a permanent or temporary disability, you can first ask if they are already registered with AccessAbility services. If they are not registered with AccessAbility you should invite the student to reach out to their office for a consultation to see what supports are available to them
• UTSC AccessAbility Services
  • Contact: https://www.utsc.utoronto.ca/ability/contact-overview
  • Emergency Contact: https://www.utsc.utoronto.ca/ability/emergency-information

What is the process once a student is referred to AccessAbility Services?

• For a better understanding of how registering with AccessAbility Services works, especially when referring a student to their office, review this page: https://www.utsc.utoronto.ca/ability/registration-overview

Check Your Understanding

Resources

UofT Guide on Academic Accommodations

• Link to Resource: https://www.viceprovoststudents.utoronto.ca/student-resources/rights-responsibilities/academic-accommodation/
• Support Offered: Visit the Academic Accommodations webpage for more information on the accommodation process, appropriate accommodations, and medical documentation.

AODA Office

• Link to Resource: https://people.utoronto.ca/inclusion/accessibility/
• Support Offered: The Accessibility for Ontarians with Disabilities Act (AODA) Office ensures that U of T is meeting the AODA standard obligations as legislated by the Province of Ontario and makes the University accessible for all staff, faculty, librarians, and students. Visit the University’s AODA website for more information on the various standards within the Integrated Accessibility Standards Regulation as well as tip sheets, training modules, resources, relevant policies and building access notices.

Overview of Inclusive Teaching Practices

• Link to Resource: https://www.utsc.utoronto.ca/ability/inclusive-teaching-practices
• Support Offered: Visit the Inclusive Teaching Practices page for tips and suggestions on how to make your programming/courses more accessible. The page also provides information on ableist attitudes and microaggressions against students with disabilities.

Accommodations for Quizzes, Tests & Exams FAQ

• Link to Resource: https://www.utsc.utoronto.ca/ability/quizzes-tests-exams
• Support Offered: Visit this page for more information on how to accommodate students with disabilities for quizzes, tests, and exams.

How to use myAIMS

• Link to Resource: https://www.utsc.utoronto.ca/ability/myaims-instructor-information
• Support Offered: Visit the myAIMS Instructor Information page for more information on what instructors can expect in terms of facilitating the test/exam accommodations request process.

Information on Peer Note-Taking Services

• Link to Resource: https://www.utsc.utoronto.ca/ability/peer-note-taking-service
• Support Offered: Peer note-taking is an important voluntary support service for students with disabilities. Students with disabilities may be given note-taking accommodations to meet a variety of disability-related needs. Visit the Peer Note Taking Service page for more information on the in-person and intranet class recruitment process.

Section 3.2 of the Academic Handbook

• Link to Resource: https://hive.utsc.utoronto.ca/public/dean/policies%20guidelines/AcademicHandbook_August2023.pdf
• Support Offered: Visit Section 3.2 of the Academic Handbook for more information about AccessAbility services.

OHRC and the Guidelines on Accessible Education

• Link to Resource: https://www3.ohrc.on.ca/sites/default/files/Guidelines%20on%20accessible%20education_2004.pdf
• Support Offered: The government, post-secondary institutions, schools and school boards, and other responsible parties are obligated to encourage conformity with human rights legislation and policy. These measures are outlined in the Ontario Human Rights Code. The Ontario Human Rights Commission also agreed to create Guidelines on Accessible Education to help parties better understand their responsibilities in the education of students with disabilities. Visit this page for more information on the Ontario Human Rights Commission and the Guidelines on Accessible Education.

References

Centre for Innovation in Campus Mental Health. (n.d.). Recommendations for Accessibility and Accommodations. https://campusmentalhealth.ca/toolkits/accessibility-and-accommodations/recommendations/

National Educational Association of Disabled Students (NEADS). (2018). Landscape of Accessibility and Accommodation in Post-Secondary Education for Students with Disabilities.  https://www.neads.ca/en/about/media/AccessibilityandAccommodation%202018-5landscapereport.pdf

Ontario Human Rights Commission. (2004). Guidelines on accessible education. http://www.ohrc.on.ca/en/guidelines-accessible-education.

Schreuer, N., & Sachs, D. (2014). Efficacy of accommodations for students with disabilities in higher education. Journal of Vocational Rehabilitation, 40(1), 27–40. https://doi.org/10.3233/JVR-130665

Contributions

Roles follow the CRediT Taxonomy. Names are listed in alphabetical order.

Conceptualization: Ainsley Lawson, Alyssa Rai,

Writing – Original draft: Ainsley Lawson, Alyssa Rai, Showmi Sribaskar, Amanda Uliaszek