Accessibility Services

Review the documentation requirements section below and provide your docs to an accessibility advisor.

Discuss your needs with an accessibility advisor before each semester or training period.

Based on the documentation and discussion, the advisor will make recommendations in an accommodation memo. Students must provide a copy of the note to their instructors at the beginning of the semester or training period.

Eligible students must apply for funding to offset the cost of services, equipment or technology.

Eligibility for specific accommodations and services depends on the nature of the disability/health condition, the documentation substantiating the disability/health condition and the requirements of each course or program.

Attention deficit hyperactivity disorder (ADHD) is considered a neurological disability that interferes with a person's ability to sustain attention, focus on a task or control impulsive behaviour. Many people have difficulty sitting still, paying attention or controlling impulses. Yet, for some people, the problem is so chronic and persistent that it gets in the way of daily life — at home, at school, at work and in social settings. 

Documentation requirements
Physicians, psychologists or psychiatrists are the professionals qualified to diagnose ADHD. A letter from a physician or psychiatrist is sufficient; a psychologist prefers a psycho-educational assessment. The psycho-educational evaluation should be conducted no earlier than three years before the student's initial request for disability-related services at SAIT.

The diagnostic report must be dated and submitted on letterhead and include:

• clinician's name, title, phone number and address
• date(s) of examination
• summary of all instruments and procedures used in the assessment
• a written summary of educational, medical, family histories and behavioural observations
• test scores (e.g. percentiles) and a detailed interpretation of the results including strengths and weaknesses
• suggestions for specific academic adjustments and accommodations which may assist in minimizing the impact of functional limitations on the student's academic performance
• signed original preferred.

Autism spectrum disorders are pervasive developmental neurological disorders ranging from a severe form, called autistic disorder, to a milder form, Asperger syndrome.

If a person has symptoms of either of these disorders but does not meet the specific criteria for either, the diagnosis is called pervasive developmental disorder not otherwise specified (PDD-NOS).

Documentation requirements
Physicians, psychologists or psychiatrists are the professionals qualified to diagnose Autism. A letter from a physician or psychiatrist is sufficient; a psychologist prefers a psycho-educational assessment. The psycho-educational evaluation should be conducted no earlier than three years before the student's initial request for disability-related services at SAIT.

The diagnostic report must be dated and submitted on letterhead and include:

• clinician's name, title, phone number and address
• date(s) of examination
• summary of all instruments and procedures used in the assessment
• a written summary of educational, medical, family histories and behavioural observations
• test scores (e.g. percentiles) and a detailed interpretation of the results including strengths and weaknesses
• suggestions for specific academic adjustments and accommodations which may assist in minimizing the impact of functional limitations on the student's academic performance
• signed original preferred.

Chronic health disabilities include medical conditions that significantly limit a student's ability to function in an educational environment.

Chronic health conditions may include but are not limited to cystic fibrosis, HIV, cancer, hepatitis, kidney disease, severe allergies, asthma, fibromyalgia and chemical sensitivities.

Documentation requirements
Family physicians or medical specialists are professionals qualified to diagnose chronic health conditions. A diagnosis of a medical condition alone is not sufficient to be eligible for accommodations and supports. Documentation must indicate the impact of the condition on the student in an academic setting. It is recommended that assessments and evaluations be conducted no earlier than three years before the student's initial request for disability-related services at SAIT.

Documentation must include:

• clinician's name, title, phone number and address
• date(s) of examination
• a clear statement of the chronic illness or disorder, a summary of present symptoms, and a statement of the treatment, if applicable
• where relevant, a description of the severity, longevity, or expected progression or stability of the illness or disorder
• Medical information relating to the student's needs, including the impact of medication on the student's ability to meet the demands of the post-secondary environment
• description of how the chronic illness or disorder and treatment, if applicable, impact the student's functioning in an academic setting
• suggestions on specific types of accommodations which may minimize academic barriers
• signed original preferred.

Deaf students have severe to profound hearing loss and typically use sign language as their primary mode of communication. Some deaf individuals rely on oral communication; some may have residual hearing and may use a hearing aid to augment the communication process, monitor their voice or hear environmental sounds.

Hard of hearing students may have mild to severe hearing loss and use speech as their primary mode of communication. Students with slight hearing loss may miss up to 50% of class discussions, especially if voices are soft or the environment is noisy. Students may require the use of a hearing aid or personal FM system and other accommodations that match their individual needs.

Documentation requirements
An Audiologist is the professional qualified to diagnose hearing loss. 

The documentation must be dated and submitted on letterhead and include:

• clinician's name, title, phone number and address
• date(s) of examination
• an audiological assessment and report with a medical diagnosis of hearing loss, along with the prognosis and functional impact of the loss
• suggestions for specific academic adjustments and accommodations which may assist in minimizing the impact of hearing loss
• signed original preferred.

Learning disabilities refer to several conditions which may affect the acquisition, organization, retention, understanding or use of verbal or non-verbal information. The conditions affect learning in individuals who otherwise demonstrate at least average abilities for thinking or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.

Documentation requirements
Registered psychologists with expertise in diagnosing learning disabilities are the professionals qualified to diagnose. Learning disabilities are diagnosed after a psycho-educational assessment that notes the individuals' achievement on individually administered standardized tests in reading, mathematics, or written expression is below the expected for age, schooling and level of intelligence.

The psycho-educational assessment should be conducted no earlier than three years before the student's initial request for disability-related services at SAIT.

The documentation must be dated and submitted on letterhead and include:

• clinician's name, title, phone number and address
• date(s) of examination
• summary of all instruments and procedures used in the assessment
• a written summary of educational, medical, family histories and behavioural observations
• test scores (e.g. standard scores, percentiles, confidence, intervals) and a detailed interpretation of the results including strengths and weaknesses
• description of intra-cognitive or aptitude-achievement discrepancies or the clinician's rationale for clinical judgment
• statement of how the learning disability substantially interferes with the student's educational progress
• suggestions for specific academic adjustments and accommodations which may assist in minimizing the impact of functional limitations and maximizing the student's academic performance
• require a statement that describes unique academic demands of SAIT
• signed original preferred.

Mental health (psychiatric) disabilities involve disturbances in thinking, emotion and behaviour.

Diagnoses include but are not limited to depression, bipolar disorder, schizophrenia, panic disorder, social anxiety, generalized anxiety disorder, PTSD, specific phobias, obsessive-compulsive disorders, eating disorders and substance abuse.

Documentation requirements
Psychiatrists, physicians or psychologists are the professionals qualified to diagnose mental health disabilities (dependent on the diagnosis). A diagnosis of a mental health disorder alone is not sufficient for the eligible for accommodations and supports. 

Documentation must indicate the impact of the condition on the student in an academic setting. As the nature of a mental health disorder can change within a short time, it's recommended that documentation of a mental health disorder should be dated within three months of the student's initial request for disability-related services at SAIT. 

The documentation must be dated and submitted on letterhead and include: 

• clinician's name, title, phone number and address
• date(s) of examination
• a clear statement of the disability, including DSM-IV diagnosis and a summary of past and present symptoms
• a summary of assessment procedures or evaluation instruments used to make the diagnosis
• medical information relating to the student's needs, including the impact of medication on the student's ability to meet the demands of a post-secondary education environment
• suggestions for specific academic adjustments and accommodations which may assist in minimizing the impact of functional limitations and maximizing the student's academic performance
• signed original preferred.

Neurological disability refers to a condition or limitation impacting the central nervous system. Difficulties exhibited in one or more of the following areas:

• the use of memory
• the control and use of cognitive functioning
• sensory and motor skills
• speech
• language
• organizational skills
• information processing, affect social skills or essential life functions.

Diagnoses include but are not limited to:

• cerebral palsy
• multiple sclerosis
• muscular dystrophy
• graphic praxis
• head injury
• stroke
• Parkinson's disease
• Tourette's syndrome
• fetal alcohol syndrome/fetal alcohol effects
• epilepsy

Documentation requirements
Neurologists, psychologists, neuropsychologists, psychiatrists or physicians are the professionals qualified to diagnose a neurological condition. A diagnosis of a neurological condition alone is not sufficient to be eligible for accommodations and supports.

Documentation must indicate the impact of the condition on the student in an academic setting. For many neurological conditions, specifically brain injuries, the documentation should refer to a comprehensive assessment that addresses the student's aptitude, achievement and information processing abilities. 

The documentation must be dated and submitted on letterhead and include: 

• clinician's name, title, phone number and address
• date(s) of examination
• summary of all instruments and procedures
• a written summary of educational, medical, family histories and behavioural observations
• test scores (e.g. percentiles) and a detailed interpretation of the results including strengths and weaknesses
• description of intra-cognitive or aptitude-achievement discrepancies or the clinician's rationale for clinical judgment
• statement of how the brain injury might interfere with the student's educational progress
• suggestions for specific academic adjustments and accommodations which may assist in minimizing the impact of functional limitations on the student's academic performance
• signed original preferred.

Physical disabilities include several disabilities causing a loss of function in areas of independent movement, resulting from nervous system impairment, amputation or a musculoskeletal condition.

These include, but aren't limited to arthritis, repetitive strain injury, carpal tunnel syndrome, soft tissue injury, spina bifida, amputations, paraplegia, quadriplegia, obesity.

Documentation requirements
A physician or specialist focused in the area of the disability is the professional qualified to diagnose physical disabilities. 

Because the provision of all academic accommodations is individualized and based upon the impact of a disability on current academic performance, it is recommended that assessments and evaluations should be conducted no earlier than three months before the student's initial request for disability-related services at SAIT.

The documentation must be dated and submitted on letterhead and include: 

• clinician's name, title, phone number and address
• date(s) of examination
• a clear statement of the physical disability, a summary of present symptoms and a statement of the treatment, if applicable
• where relevant, a description of the severity, longevity or expected progression or stability of the disability
• medical information relating to the student's needs, including the impact of medication on the student's ability to meet the demands of the post-secondary environment
• description of how the disability and treatment, if applicable, impact the student's functioning in an academic setting
• suggestions for specific academic adjustments and accommodations which may assist in minimizing academic barriers
• signed original preferred.

Temporary disabilities or conditions include, but are not limited to, broken dominant hand or hospitalization due to surgery, illness or injury.

Documentation requirements
Temporary disabilities or conditions are considered to be in the medical domain and require the diagnosis by a professional with expertise in the area of the particular illness or disability.

It is recommended that assessments and evaluations should be conducted no earlier than one month before the student's initial request for disability-related services at SAIT.

The documentation must be dated and submitted on letterhead and include:

• clinician's name, title, phone number and address
• date(s) of examination
• a clear statement of the temporary disability or condition, a summary of present symptoms, and a statement of the treatment, if applicable
• where relevant, a description of the severity, longevity or expected progression or stability of the temporary disability
• medical information relating to the student's needs, including the impact of treatment (medication, physiotherapy) on the student's ability to meet the demands of the post-secondary environment
• description of how the temporary illness or disorder and treatment, if applicable, impact the student's functioning in an academic setting
• suggestions for specific academic adjustments and accommodations which may assist in minimizing academic barriers
• signed original preferred.

Visual disability is a generic term which covers a range of difficulties with vision, including a visual acuity of 6/21 (20/70) or less in the better eye after correction (best-corrected vision). A visual field of 20 degrees or less — a progressive eye disease with a prognosis of becoming one of the above in the next few years or, a visual problem or related visual stamina that is not correctable and results in the student functioning as if his or her visual acuity is limited to 6/21 (20/70) or less.

For educational purposes, a student with visual impairment is one whose visual activity is not sufficient for the student to participate with ease in everyday activities in an educational setting.

Documentation requirements
An ophthalmologist is the professional qualified to diagnose visual disabilities.

Because the provision of all academic accommodations is individualized and based upon the impact of a disability on current academic performance, it is recommended that assessments and evaluations should be conducted no earlier than three months before the student's initial request for disability-related services at SAIT.

The documentation must be dated and submitted on letterhead and include:>

• clinician's name, title, phone number and address
• date(s) of examination
• a clear statement of the limits of vision, a statement of the level of best-corrected vision, a summary of present symptoms, and a statement of possible treatment, if applicable
• where relevant, a description of the severity, longevity or expected progression or stability of the vision loss
• medical information relating to the student's needs, including the impact of medication on the student's ability to meet the demands of the post-secondary environment
• description of how the vision loss and treatment, if applicable, impact the student's functioning in an academic setting
• suggestions for specific academic adjustments and accommodations which may assist in minimizing academic barriers
• signed original preferred.