Lifting the Barriers on Disability

Find the Right Program!
Get Financial Assistance!
Find the Attendant Support!
Find the Perfect Modified Unit!
Find Equipment Funding!
Find Transportation Services!
Extra, Extra, Read all About It!

Mohawk College

Mohawk College's diverse program offerings are offered at the apprenticeship, continuing education, diploma and collaborative degree level, allowing students to optimize their education. Cooperative education programs give students real-world experience, preparing them for successful careers in their field. (source)

 

Accessible Learning Centre

The Accessible Learning Services department at Mohawk College is dedicated to ensuring that ALL students have the opportunity to learn, grow and experience college at the same level. (source)

 

Academic Resources

CAAP Accommodation Guides

  • Assignment Extension Guide (source)
    • One extension of one week per assigned piece of course work is a reasonable level of accommodation.
    • If further and/or multiple extensions are required, the student should contact his/her Case Manager and professor. The Case Manager may request further supporting documentation.
  • Asperger's Guide
  • Autism Guide
  • Computerized Note Taker Guide
  • Digital Recording Audio Guide (source)
    • In order for this accommodation to be offered, the student must present his/her Case Manager with documentation from a regulated health care professional (e.g. physician, psychologist, and psychiatrist) that supports digital recording of lectures-audio.
  • FM System Guide (source)
    • FM refers to a Frequency Modulated system, also referred to as a wireless communication device. It consists of a transmitter, also referred to as a microphone or mic, and a receiver. The transmitter acts like a radio transmitter, which picks up the signal, usually the speech of the person using the device. The receiver picks up that signal and delivers it to the listener. The receiver may be attached to a hearing aid, be an ear-level "stand alone" device, or be a speaker that is in the listening environment
  • Interpreter Guide
  • Memory Aid Guide
  • Peer Note-taking Guide
  • Presentations Guide
  • Support Person Guide

Non-Academic Resources

Process for Students Requiring Transportation Accommodations

Utilizing the College Shuttle Service

  • Students with a disability requiring transportation accommodations would meet with their Case Manager to identify specific needs to assist them in their studies.
  • The Case Manager would determine if the shuttle bus or shuttle taxi would be an effective mode of transportation for the student based on their needs.
  • The Case Manager would then connect directly with the Support Services Officer in the Alternative Testing Centre via email to arrange appropriate transportation and cc the Coordinator Service Integration Satellite Campuses.
  • A shuttle taxi would be arranged on behalf of the student to transport the student to and from the campuses, typically one trip in the morning and one in the afternoon depending on the class schedules. We would not be able to accommodate multiple trip runs on the same day.
  • The Support Services Officer would arrange a specific/permanent pick-up and drop-off time based on the student's schedule; it would be the student's responsibility to stay in contact with the driver if they were going to be absent or needed an alternative pick-up or drop-off time. In past years it would be the same driver scheduled daily and the student would have access to their personal cell phones to make necessary daily changes.
  • In the event a situation arises where there are two students with mobility issues using the shuttle bus at the same campus, we would try and accommodate both students' in the same vehicle each morning and night. This would have to be approved by the Case Managers as each situation will be unique based on the student's needs.
  • During mid-terms and final exams a modified schedule would be in place to accommodate the student's exam schedule. Again, there would only be one pick-up and one drop-off each day unless additional runs were approved by the Case Manager.
  • Communication between the Coordinator Service Integration Satellite Campuses and the Director of Service Integration is imperative in the instance where extra funding is needed or special circumstances are required.

What Type of Documentation is Needed

Generally, the most current documentation available is the most helpful to determine accommodations and support. To obtain the most recent disability documentation available, you may want to contact:

  • A Registered Health Care Professional (RHCP). This can include a: Physician, Psychologist, Psychiatrist, Psychological Associate, Neurologist, Neuropsychologist, Ophthalmologist, etc.
  • The high school or school board where you last attended
  • Your disability service provider if you are sponsored through an external referral/sponsoring source such as W.S.I.B.

Mental Health Disability

Documentation from a RHCP which includes:

  • DSM-IV diagnosis
  • Description of the potential impact of the disability within a college setting
  • A list of any prescribed medications and side effects
  • Recommended accommodations and supports

Learning Disability (Diagnosed)

A copy of your latest comprehensive psychoeducational assessment, completed by a registered psychologist or psychological associate, with a diagnosis of learning disability (LD).

  • An assessment completed within the last 3-5 years, or at the age of 18 years or older, is more relevant for an adult student.
  • The Learning Disability Association of Ontario (LDAO) definition of learning disability to be used when making the LD diagnosis (http://ldao.ca/).
  • The psychoeducational assessment should include recommendations for accommodations and support.
  • Accessible Learning Services will work with students to update their psychoeducational assessment as needed.

Learning Disability (Undiagnosed)

Documentation may be an Individual Educational Plan (IEP) and/or Identification, Placement and Review Committee (IPRC) report(s) noting an identification of a learning disability.

  • If documentation is an IEP, Accessible Learning Services will provide interim or temporary accommodations for two semesters while an updated psychoeducational assessment is obtained. Interim accommodations may include peer tutoring, note taking support, common testing supports and options for a reduced course load.
  • Accessible Learning Services will work with students to update their psychoeducational assessment as needed.

Acquired Brain Injury

A comprehensive report from a RHCP that includes:

  • Diagnosis
  • Medications and possible side effects
  • Potential impact of disability within a college setting
  • A copy of most recent neuropsychological assessment, as applicable
  • Recommended accommodations and support

Physical/Mobility Disability

A letter from a RHCP that includes a:

  • Diagnosis
  • Description of strengths and limitations
  • Potential impact of disability within a college setting
  • Any use of assistive devices or specialized equipment
  • Environmental adaptations required
  • Medications and possible side effects
  • Recommended accommodations and support

Attention Deficit/Hyperactivity Disorder (ADHD)

A copy of your latest comprehensive psychoeducational assessment, completed by a registered psychologist or psychological associate, indicating a diagnosis of AD/HD.

  • An assessment completed within the last 3-5 years, or at the age of 18 years or older, is more relevant for an adult student.
  • Accessible Learning Services will work with students to update their psychoeducational assessment if needed

A letter and/or formal assessment/treatment report from a RHCP that includes:

  • DSM-IV diagnosis
  • Describes current level of functioning
  • Relevant personal and academic histories
  • Description of the nature of current symptoms and their potential impact of the disability within a college setting
  • Data from objective test results
  • A list of any prescribed medications and side effects
  • Recommended accommodations and support linked to data results

Additional documentation may be required to determine the nature and range of appropriate accommodations and supports.

Blind and Low Vision

A letter from a RHCP that includes a:

  • Diagnosis
  • Visual acuity (best corrected) and visual field limitations
  • Potential impact of disability within a college environment
  • Recommended accommodations and support including any adaptive technology needs (i.e. JAWS, Kurzweil, etc.)

Deaf, Deafness or Hard of Hearing

A letter from a RHCP or copy of the most recent audiology report that includes a:

  • Diagnosis
  • Degree of hearing loss
  • Potential impact within a college setting
  • Recommended accommodations and support including technical supports (i.e. hearing aids, FM system, etc.)

Medical Disability

A letter from a RHCP which includes a:

  • Diagnosis
  • Potential impact of disability within a college setting
  • Medications and possible side effects
  • Recommended accommodations and support

Temporary, Chronic, or other Medical Condition

A letter from a RHCP which includes a:

  • Diagnosis or nature of illness
  • If the condition is temporary or chronic
  • Potential impact of condition within a college setting
  • Medications and possible side effects
  • Recommended accommodations and support

Autism Spectrum Disorders (Autism, Asperger's, PDD-NOS)

A medical report from a RHCP which includes a:

  • Diagnosis
  • Potential impact of disability within a college setting especially in the areas of communication and social skills
  • Medications and possible side effects
  • Recommended accommodations and support

Any psychoeducational reports completed for you to support accommodation needs in elementary, high school, or post-secondary.

  • Accessible Learning Services will work with students to update their psychoeducational assessment if needed

intellectual Disability

A copy of your latest comprehensive psychoeducational assessment, completed by a registered psychologist or psychological associate, which includes a diagnosis of intellectual disability.

  • An assessment completed within the last 3-5 years, or at the age of 18 years or older, is more relevant for an adult student.
  • With an IEP noting an MID (Mild Intellectual Disability) identification, Accessible Learning Services will provide interim or temporary accommodations for two semesters while an updated psychoeducational assessment is obtained. Interim accommodations may include peer tutoring, note taking support, common testing accommodations and options for a reduced course load.

The psychoeducational assessment should include an assessment of adaptive functioning and include recommendations for accommodations and support.

  • Accessible Learning Services will work with students to update their psychoeducational assessment as needed

How do I Apply?

For information about registering or if you are ready to attend a group information and registration session please contact us at:

Phone: (905) 575-2211
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Disability Related Documentation
We have created a disability documentation guide filled with a wealth of information about disability related documentation.

If you do not have any disability related documentation you can print a copy of the medical documentation form (MDF) and have your doctor fill it out.

Confidential Intake Form

Please fill out the confidential intake form. You can either fill it out on your computer and print it or print it and fill it out by hand. Leave the last 2 pages until you meet with us.

Once you have your documentation ready and you have filled out the confidential intake form; contact us to make an appointment to attend a group information and registration session.