Accessibility Services
๐ Join the Virtual Study Lounge
Study in a structured space, meet with your peers and learn expert study strategies at the Virtual Study Lounge.
Starting January 19, The Study Lounge takes place every Tuesday at 12 noon in MS Teams and is hosted by peer learning strategists and Academic Coaching staff. Register once via the form and you'll receive automated invites to add to your calendar — come to one, a couple or every week.
Accessibility Services Virtual Information Sessions
The informative and interactive sessions will introduce prospective students and their supporters to SAIT’s Accessibility services, which promote accessibility and success to students with disabilities and medical conditions within the SAIT community.
Topics include:
- Differences between high school and SAIT
- Understanding the roles of students, instructors, parents, and accessibility advisors in a post-secondary learning environment
- Learning about documentation requirements and information on funding for assistive services and adaptive technologies
- Understanding how accommodations are arranged at SAIT
Session Date:
Thursday, Feb 4th, 6:00 pm
Thursday, March 8th, 6:00 pm
Registration is required. Please contact SAIT Accessibility Services at accessibility.services@sait.ca to register and to receive a Zoom meeting link.
Accessibility Services reduces barriers to learning at SAIT through:
- assistance with funding applications for services, equipment and technology
- equipment loans
- classroom and exam accommodations
- consultations and referrals
Last year, more than 1,500 students registered with Accessibility Services.
Achieve your academic best through a more accessible learning experience — we support students with documented mobility, sensory (vision, hearing), learning, attentional, neurological, psychological or temporary disabilities.
If you think you may have a condition affecting your learning but have not been formally diagnosed, we may be able to arrange an assessment — please contact us.
If you're looking for accommodation for religious observance, contact the Interfaith Centre.
Are you a high school student thinking about SAIT?
Start planning for post-secondary — explore the Government of Alberta's Transition Planning Guide: A Career and Education Planning Guide for Students with Disabilities.
Accessibility Services also hosts info sessions for prospective students in Grades 11 and 12 to learn more about:
- choosing a program that fits
- reasonable accommodations
- documentation requirements and funding
- understanding the role of students, instructors, parents and advisors in a post-secondary setting.
Contact Accessibility Services for more information.
Arrange accommodation for the first time
Arranging accommodations/services and obtaining proper funding takes time. Contact us well before your first day of classes — six months in advance is ideal.
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. |
Review: AC3.16.1 Accommodations for Students with Disabilities policy and procedure.
Exam accommodation booking request
To book an exam accommodation, you must,
- be enrolled in a SAIT program
- be registered with Accessibility Services
- have an up-to-date accommodation memo for the current semester.
Complete and submit the Student Exam Booking Request form.
Renew accommodation
Returning students please complete Accommodation memo request form to renew your accommodations.
Accessibility documentation requirements
Documentation must be created by a professional with expertise in the area of the specific disability/health condition. It must describe the current impact of the disability/health condition and recommend appropriate accommodations.
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 The diagnostic report must be dated and submitted on letterhead and include:
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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 The diagnostic report must be dated and submitted on letterhead and include:
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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 Documentation must include:
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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 The documentation must be dated and submitted on letterhead and include:
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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 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:
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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 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:
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Neurological disability refers to a condition or limitation impacting the central nervous system. Difficulties exhibited in one or more of the following areas:
Diagnoses include but are not limited to:
Documentation requirements 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:
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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 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:
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Temporary disabilities or conditions include, but are not limited to, broken dominant hand or hospitalization due to surgery, illness or injury. Documentation requirements 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:
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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 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:>
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Funding resources
There are several funding options available for services and support while you're attending SAIT. An accessibility advisor or SAIT's Financial Advising team can help you get started and assist with application processes.
Funding sources include:
- Alberta Student Aid
- Canada Student Grant for Students with Permanent Disabilities
- Canada Student Grant for Services and Equipment for Students with Permanent Disabilities
- disability-related employment supports
- Workers Compensation Board (WCB) or private disability insurance
Contact
403.774.5093
accessibility.services@sait.ca
Lamb Learner Success Centre, MC221, Stan Grad Centre
Book an Appointment with Accessibility Services
Hours of operation
Days | Times |
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Monday - Friday | 8 am - 4 pm |
If you need to book an appointment outside of regular business hours please contact us directly at: accessibility.services@sait.ca