Information on Disabilities

ADHD

Overview and definition
ADHD can occur in three forms: the inattentive type of attention disorder, the hyperactive-impulsive type of attention deficit, and the combination type, attention deficit hyperactivity disorder. Between 30 to 70 percent of children diagnosed with these deficits continue to have residual symptoms that persist into adulthood that impacts to a significant degree on social, academic and occupational functioning. As well, in adults, other conditions often co-exist with attention deficits that include learning disabilities as well as mental health issues including anxiety and depression.

Academic accommodations

• Reduced course load
• Provision of a notetaker for lectures
• Access to a computer to organize and edit assignments
• Provision of extended time for tests and exams (usually time and a half)
• Tape recording of lectures
• Writing tests/exams in distraction free room
• Time extensions on assignments (to be negotiated ahead of time with professor).

Blind or Low Vision

Overview and definition
The term "visual impairment" is used to describe a variety of problems with eyesight, from total blindness to variations of partial sightedness. Individuals with visual acuity equal to or less than 20/200 are considered to be legally blind. It is impossible to correct their vision by medical or surgical means or corrective glasses. The majority will rely on the use of dog guides or white canes to assist them, as well as the use of sound and touch. Partial sight is a category of visual loss that designates individual acuity levels between 20/70 and 20/200. Some can distinguish only light or dark or varying patterns and shapes. Many are able to read with difficulty.

Academic accommodations

• Provision of extended time for tests and exams (usually time and a half).
• Provision of a scribe/reader for exams and tests.
• Provision of a note taker for lectures.
• Provision of alternative format materials (AFM), such as Braille, large print, taped books, talking calculators, thermographic pen and paper, screen readers, text-to-speech devices.

Deaf, Deafened, Hard of Hearing

Overview and definition
A Deaf person has a profound hearing loss in which there has been damage to the auditory pathway. Most people use some form of sign language to communicate. The earlier the loss, the more serious are the implications for a student's education. Students who have acquired American Sign Language (ASL) consider it their first language and it is unlikely that they have a complete command of English, which would be considered their second language. It is important to note that their grasp of the English language is not a reflection of intelligence but is a reflection of their command of the second language due to their inability to hear.

Deafened is both a medical and sociological term referring to persons who have become deaf later in life. Deafened persons cannot hear what you say, but usually respond verbally in a conversation. They sometimes use interpreters, but more often at college, request a computerized notetaker.

Persons who are hard of hearing have hearing losses ranging from mild to profound. These students experience difficulty hearing and may wear a hearing aid to amplify sound. A hearing aid does not cure the loss, but assists in better communication.

Academic accommodations

• Priority seating for students and their interpreters .
• Access to computer for note taking.
• Access to a computerized note taker if necessary.
• Provision of extended time for tests and exams (usually time and a half).
• Access to an interpreter during tests and exams, to interpret questions.
• Use of sign/oral language interpreters for oral assignments.
• Access to assistive devices such as captioning devices, FM systems, TTY
• Use of computer for completion of test/assignments
• Reduced course load.
• Adapted methods of evaluation such as marking on content rather than writing style
• Provision of advance reading lists, texts and content specific vocabulary.

Medical disabilities may be acute or chronic, visible or invisible, and the type of support needed is as diverse as the individuals seeking assistance.

Chronic Illness/Systemic/Medical

Chronic illnesses

Overview and definition

Types of medical conditions having educational implications include chronic health problems such as fibromyalgia, chronic fatigue syndrome, arthritis, kidney disease, allergies, cardiovascular problems, cancer, diabetes, and AHIV infections, as well as respiratory and gastro-intestinal disorders. Many college students who suffer from these conditions have frequent absences due to effect of medication, fatigue and pain.

Academic accommodations

• Use of notetaker and/or scribe.
• Allowance of break periods as needed for rest and taking medication
• Ergonomically designed seating/furnishings
• Adjusted course grades for medical reasons (i.e. No penalty for late withdrawals)
• Alternative methods of evaluation
• Provision of extended time for tests and exams (usually time and a half)
• Allowances for absences for medical reasons (i.e. Rescheduling of tests or exams)

Mental Health

Overview and definition
Students who request accommodations because of a mental health disability are participating in some form of treatment intervention, either medication therapy or psychotherapy, or a combination. It is the responsibility of the disability support office to work in collaboration with mental health professionals in hospitals and community agencies to ensure that students with mental health disabilities are capable of sustaining normal academic stress.

Adjustment Disorders: tend to develop in response to a particular stressor and complete recovery usually occurs within a 6-month period.

Anxiety disorders: disorders in which the main feature is anxiety. Types include panic disorders, agoraphobia, specific phobias, obsessive-compulsive disorder, posttraumatic stress disorder, generalized anxiety disorder.

Mood disorders: can be acute, severe, and have relatively short duration, or they can be chronic conditions. The types include major depressive disorder, dysthymic disorder, bipolar disorder, cyclothymic disorder and substance induced mood disorder.

Personality disorders: are characterized by a pattern of inner experience and behaviour that deviates markedly from the expectations of the individual's culture, is pervasive and inflexible, starts in adolescence or early childhood, is stable over time, and leads to distress or impairment. Types include paranoid, schizoid, schizotypal, antisocial, borderline, narcissistic, avoidant, dependent and obsessive-compulsive personality disorders.

Eating disorders: characterized by anxieties about weight gain. There can be long term, irreversible consequences which can affect one's physical and emotional health. Types include anorexia nervosa and bulimia nervosa.

Academic accommodations

• Adjusted course grades for medical reasons (i.e. no penalty for late withdrawals)
• Separate testing room
• Provision of extended time for tests and exams (usually time and a half)
• Use of memory aids such as formula cards during tests.
• Alternative evaluation procedures
• Priority scheduling of classes (i.e. Time of day and sequence of courses in a program)
• Provision of a notetaker for lectures
• Reduced course load
• Allowance of break periods as needed for rest and taking medication.

Acquired Brain Injury

Overview and definition
Mild ABI is characterized by moderate changes in one, or all, of an individual's level of cognitive, emotional, behavioural, or physiological functioning. These changes can take a number of forms, but will likely include a combination of:

• Impaired memory
• Trouble expressing thoughts
• Decreased tolerance for frustration
• A lack of emotion
• The tendency to overreact
• Depression
• Impulsivity
• Difficulty solving problems
• Increased fatigue
• Poor coordination of movements
• Dizziness and loss of balance
• Frequent headaches or nausea
• An inaccurate assessment of ability
• Poor judgment

The most common cause of ABI is a traumatic injury to the brain as a result of either a blow to the head or a violent whipping action of the neck. There is no such thing as a "typical" ABI; similar injuries may produce different effects in different people.

Academic accommodations
Some of the most commonly provided academic accommodations to students with ABI include:

• Use of memory aids such as formula cards during tests
• Provision of a notetaker for lectures
• Tape recording of lectures
• Provision of written, step by step instructions when assigning work
• Separate room for writing exams
• Priority seating to facilitate attention
• Break periods for rest and taking medication
• Extended time (usually time and a half) for tests and exams.
• The use of oral exams in place of, or as a supplement to written exams.

Mobility/Functional

Overview and definition
Generally, there are two types of physical disabilities that affect mobility:

• Orthopaedic
• Neurological

Some of the more representative disabilities are:

Orthopaedic disabilities: involve a deformity of the skeletal system. The impairment can be the result of a congenital anomaly (i.e. club foot, Spina Bifida), the result of disease (i.e. Muscular Dystrophy, Arthritis) or the result of trauma or accident (i.e. Amputation).

Neurological disabilities: involve the nervous system affecting the ability to move, use or control certain parts of the body. Such impairments can be the result of a congenital anomaly (i.e. Cerebral Palsy), the result of disease (i.e. Polio), or the result of an accident (i.e. spinal cord injury, heard trauma).

Multiple Sclerosis: is the most common neurological disease affecting young Canadian adults. It is thought to be caused by a virus or an immune reaction, or a combination of both. Symptoms vary, but may include visual disturbances, slurred speech, fatigue, paralysis, muscle tremors, impaired gait, personality changes, respiratory infections, loss of coordination, loss of balance, numbness or prickling feelings in extremities and general malaise.

Cerebral Palsy: is a condition caused by damage to the brain before, during or after birth. It is chiefly characterized by motor disorder. It is not progressive nor is it considered curable, although physical therapy can be helpful in improving comfort and mobility.

Spina Bifida: is one of the most prevalent birth defects causing physical disability. It occurs in the spinal column when one or more vertebrae do not close during prenatal development. The condition varies, displaying few to many consequences, ranging from mild to serious in nature.

Spinal Cord injuries: are most commonly the result of trauma from sports related injuries and accidents. The spinal cord can be partially severed or permanently damaged by severe scarring. The degree of impairment depends on the extent and level of the damaged vertebrae in the spinal cord. Terms used to describe the amount of physical functioning that an individual may retain include, paraplegia, or paralysis of both legs, and quadriplegia, or partial or complete paralysis of all four limbs.

Academic accommodations
Some of the most commonly provided academic accommodations to students with mobility impairments include:

• Access to adaptive technology, assistive devices and/or a scribe or notetaker
• Allowance of break periods as needed for rest, taking medication and personal needs
• Ergonomically designed seating/furnishings
• Advance book/reading lists
• Preferential seating
• Provision of extended time for tests and exams, usually time and a half
• Reduced course load
• Early access to timetable for transportation purposes

Punctuality should not be penalized where mobility is a factor.

Do you qualify for services?

Students with a documented disability qualify for services. Your disability has been “documented” if you have been diagnosed by your family physician, psychiatrist, optometrist, ophthalmologist, medical specialist, licensed psychologist or psychological associate. Medical documentation from your physician, licensed psychologist or psychological associate, WSIB (Worker’s Safety Insurance Board) documentation, etc.

Students with a suspected disability need to first see a general counsellor. You can see a general counsellor by dropping into A201.

Staff will guide you regarding what medical or psychological documentation you will need to provide on which they will base their recommendation for service.

How Do You Get Started - Your First Step

You need to contact Disability Services.

Contact (705) 474-3450 ext 4331, or visit A201, and ask to set up a disability services intake interview or you can complete an Early Identification Intake Application Form. If completing the on-line early identification form, you can fax your documentation to 705-495-2850.