To protect the integrity of a rigorous academic environment, we require documentation verifying the existence of a disability from a registered health professional who is authorized to make a relevant diagnosis. This documentation must describe the functional limitations experienced by the student.
If you suspect you might have a disability and you are in the process of being assessed by a doctor, please contact us to inquire about possible interim assistance.
Accommodations can be made for both permanent and temporary disabilities. If you experience a disability that is not described below, please contact us for more information.
Functional Assessment Form
Our Functional Assessment form is used to provide information about most types of disabilities, with the exception of those that require a psycho-educational assessment. Here are some of the general categories of disabilities covered in this area. You may also want to see the information below about Support/Service Animals.
Autism Spectrum Disorder: ASD is considered a neurodevelopmental disorder that affects social communication and interactions, and includes restricted, repetitive patterns of behaviour. Students with ASD can be impacted on a continuum from mild to severe. In addition to collaborating with the student, we often find it helpful to consult with other members of the student's support network. We will only do this with permission from the student.
Injuries, Concussions and Significant Illnesses: temporary disabilities such as broken bones, concussions, and recovering from surgery, as well as illnesses ranging from irritable bowel syndrom, to cancer, to diabetes can all have a wide range of impacts on daily living. Sometimes these are disorienting for students because of sudden changes in health status.
Note that common ailments such as a cold or the flu are not considered disabilities.
Mental Health Disabilities: these include persistent impairments of emotions, cognitions and/or behaviour that cannot be directly controlled by the individual. They may be episodic or chronic in nature, and some change unexpectedly whereas others are relatively stable.
Mobility, Dexterity and Perceptual Disabilities: students who experience these types of disabilities sometimes rely on scooters or wheelchairs to get around, have vision or hearing impairments, or encounter limitations in the ability to manipulate objects.
For students who experience a learning disability, a psycho-educational assessment is required that describes details relating to the student's learning profile. In the case of Attention Deficit/Hyperactivity Disorder (ADHD) this type of assessment is also considered best practice. Here are some useful resources:
- Learning Disabilities
- Attention Deficit/Hyperactivity Disorder
- Guidelines for Psycho-Educational Assessments
- When to update a psychoeducational assessment
SAS routinely receives inquries about what kind of documentation is required for a service/support animal and so we created the Service Animal Recommendation form to help ensure we get complete information.
Individual Education Plan (IEP)
Unfortunately, we are not able to accept an IEP as documentation of a disability. There are many differences in the approaches to teaching and learning at the high school level as compared to university. The standards we are required to observe necessitate a psycho-educational assessment for Learning Disabilities and ADHD in order to put into place the appropriate accommodations for each student.