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 Guidelines For Documentation for Specific Disabilities

Documentation supporting the need for accommodation of permanent disabilities must be current.
(within the last five years)
 
Students with a Visual Impairment
Appropriate Professional: Ophthalmologist
Documentation should include:
  1. The amount of residual vision present (e.g., visual acuity, colour vision deficits) and whether the disability is stable, progressive, or fluctuating.
  2. The impact of the impairment on the student’s functioning in a university environment. (e.g., the need for large print or special lighting)


Students with a Hearing Impairment

Appropriate Professional: Certified Audiologist
Documentation should include:

  1. An audiogram.
  2. Statement of the amount of hearing loss (e.g., hearing acuity) and whether the disability is stable, progressive or fluctuating.
  3. Statement of the impact of the impairment on the student’s functioning in a university environment. (e.g., the need for assistive listening devices)


Students with a Chronic Physical Health disability (not including a visual or auditory impairment)

Appropriate Professional: Physician
Documentation should include:

  1. A clear statement of the diagnosis and a summary of present symptoms.
  2. A statement indicating whether the disability is permanent/on-going or if the disability needs to be reassessed periodically. (specify time period if possible)
  3. Medical information relating to the effect of the disability on the student’s ability to meet the demands of a university environment. (including the impact of medication or other treatment on performance)


Students with a Temporary Physical Health Disability

Appropriate Professional: Physician
Documentation should include:

  1. A clear statement of the diagnosis and a summary of present symptoms.
  2. A statement specifying the time period of the temporary illness or disability.
  3. Medical information relating to the effect of the disability on the student’s ability to meet the demands of a university environment. (including the impact of medication or other treatment on performance)


Students with a Neurological Disability

Appropriate Professional: Neuropsychologist, Registered Psychologist with clinical designation, Psychiatrist, and Physician
Documentation should include:

  1. A clear statement of the disability, along with the DSM-IV diagnosis (if applicable) and summary of present symptoms.
  2. Plans for ongoing support and monitoring.
  3. Medical information relating to the effect of the disability on the student’s ability to meet the demands of a university. environment (including the impact of medication or other treatment on performance) a psychoeducational assessment may also be required.


Students with Learning Disability

Appropriate Professional: Registered Psychologist and Certified School Psychologist.
Please Note: Do not use the medical documentation form that is provided on the website. A valid and recent psycho-educational assessment completed by a registered psychologist must be provided and sent directly by the health professional to SAS. Documentation should include:

  1. The name and credentials of the evaluator as well as the date(s) of testing.
  2. Evidence of comprehensive testing (with age appropriate norms) and all test scores (addressing the following domains: intellectual potential as measured by a cognitive battery; receptive language – reading, listening; expressive conceptualizing, integration; mathematical computation; information processing – short-term and sequential memory, attention, visual and auditory processing, fine-motor and gross-motor functioning; test behavior and learning styles). Test scores should be reported as standard scores or percentiles; grade equivalents are not acceptable.
  3. A comprehensive diagnostic interview that includes academic, developmental, family, and psychosocial history a statement of the strengths and weaknesses that will affect the student’s ability to meet the demands of a university education.
  4. The assessment should include recommendations for accommodations and support at the post secondary level.

Students with a Mental Health Disability

Please Note: A student's specific diagnosis is not required to receive accommodations and supports from SAS. If a student does consent in providing their diagnosis, the information will be kept confidential in accordance with FIPPA and PHIA.
Documentation should include:
 
        1. A clear statement of the impact of the disability on a student's academic functioning.
        2. Plans for ongoing support and monitoring.
        3. Medical information relating to the effect of the disability on the student’s ability to meet the demands of a college or           
            or university environment. (including the impact of medication or other treatment on performance.)

        
 

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