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Sault College

The vision of Sault College is to make our society a better place by providing a transformative life experience through empowering those who study with us to think and learn in progressive, innovative ways, including those we have not yet imagined. (source)

 

Accessibility Services

The Accessibility Services Office is the centralized point of activities related to students with disabilities. Disabilities include visual and hearing impairments, physical and mobility limitations, medical and mental health disorders as well as learning disabilities.

The Accessibility Services Office assists students with disabilities identify the appropriate accommodations. The entire college community works together to ensure students with disabilities are provided with the accommodations that each student requires. (source)

 

Academic Resources

Students with disabilities are expected to accomplish the "core competencies" of their programs. To achieve this, accommodations are provided to minimize or eliminate any disadvantage their disability presents. Accommodations are unique to each individual. The disability support office in your college makes these recommendations based on confidential documentation that the student provides to the college.

Sault College provides information regarding commonly used resources specific to each disability. The following breakdown is provided below:

ADHD

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

  • reduced course load (encourage taking fewer courses per term to help manage workload)
  • provision of a notetaker for lectures (due to problems with listening and note-taking done simultaneously)
  • access to a computer to organize and edit assignments
  • provision of extended time for tests and exams. The amount of extra time is determined by the disability support office, but is usually time and a half.
  • tape recording of lectures
  • short breaks to help the student refocus attention (testing situations included)
  • writing exams/tests in a quiet room free from distractions
  • time extensions on assignments (to be negotiated ahead of time between student and professor)

Brain Injury

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
  • time extensions for in-class assignments
  • separate room for writing exams
  • priority seating to facilitate attention
  • allow break periods as needed for rest and taking medication
  • provision of extended time for tests and exams. The amount of extra time is determined by the disability support office.
  • allowing point form responses to essay questions
  • the use of oral exams in place of, or as a supplement to, written exams
  • a modified exam schedule to spread out the work-load (Longer exams may even need to be broken down into sections that can completed separately.)

Deaf, Deafened and Hard of Hearing

Some of the most commonly provided academic accommodations to students who are deaf or hard of hearing include:

  • priority seating for the students and their computerized notetakers and their interpreters
  • access to computerized notetaker or an interpreter and manual notetaker
  • provision of extended time for tests and exams. The amount of extra time is determined by the disability support office.
  • access to an interpreter during tests and exams, to interpret questions
  • provide clarification on tests, exams and assignments. If interpreter is not available, ensure the conversation is written down.
  • ensure that any last minute changes or errors on tests and exams are provided to the student in writing
  • 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
  • extended time to complete the program and/or 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
  • provide computerized notetakers and interpreters with copies of reading material and videos at least one week in advance of when it is being taught

Learning Disability

Some of the most commonly provided academic accommodations to students with learning disabilities include:

  • a reduced course load
  • provision of a notetaker for lectures
  • tape recording of lectures
  • access to alternative format materials such as books on tape
  • access to a word processor with spell check, thesaurus, grammar check for completion of final copy of written work
  • clarification of information on overheads, charts and lecture material
  • alternative methods of evaluation, such as point form responses rather than full sentences, in content courses
  • provision of extended time for tests and exams. The amount of extra time is determined by the disability support office but is usually time and a half.
  • use of memory aids or formula cards
  • supplementary oral exams
  • exams may need to be written on a computer with editing functions and/or adaptive software
  • use of writing tools (e.g. spelling dictionary) so marks are not taken off for spelling
  • exams/tests may need to be scribed and written in a quiet writing room
  • clarification of questions on tests/exams
  • use of a calculator on tests/exams

Medical Disability

Some of the most commonly provided academic accommodations to students with medical disabilities include:

  • access to notetaker and/or scribe
  • use of memory aids such as formula cards during tests
  • allowance of break periods as needed for rest and taking medication
  • ergonomically designed seating/furnishings
  • adjusted course grades for medical reasons (ie. no penalty for late withdrawals)
  • alternative methods of evaluation
  • provision of extended time for tests and exams. The amount of extra time is determined by the disability support office.
  • allowances for their absences for medical reasons (ie. rescheduling of tests or exams)

Mental Health Disability

Some of the most commonly provided academic accommodations to students with mental health disabilities include:

  • adjusted course grades for medical reasons (ie. no penalty for late withdrawals)
  • separate testing room
  • provision of extended time for tests and exams. The amount of extra time is determined by the disability support office.
  • use of memory aids such as formula cards during tests
  • alternative evaluation procedures
  • priority scheduling of classes (ie. 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
  • access to onsite emergency psychological support and referral service

Mobility Impairments

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 toileting
  • ergonomically designed seating/furnishings
  • advance book/reading lists
  • preferential seating
  • access to all learning activities and services
  • provision of extended time for tests and exams. The amount of extra time is determined by the disability support office.
  • reduced course load
  • early access to timetable for transportation purposes
  • punctuality should not be penalized where mobility is a factor
  • attendant services (funded through MOH)

Vision Disabilities

Some of the most commonly provided academic accommodations to students who are blind or visually impaired include:

  • provision of extended time for tests and exams. The amount of extra time is determined by the disability support office.
  • provision of a scribe/reader for exams and tests
  • provision of a notetaker for lectures
  • provision of alternative format materials (AFM), such as braille, large print, audio tapes or electronic files
  • preferential seating (to optimize listening and proximity to an electrical outlet)
  • tape recording of lectures
  • access to assistive/adaptive technology
  • alternative evaluation methods such as oral presentations or audio taped assignments in lieu of written papers

How do I Apply?

Students are encouraged to self-identify to Accessibility Services as early in the admission process as possible, in order to plan accommodations that will equalize opportunities to participate in all learning and evaluation activities within Sault College.

Once self-identification occurs, students will meet individually with a Counsellor to develop the accommodation plan. Confidentiality is maintained within the parameters of the Freedom of Information and Protection of Privacy Legislation.

Additional Information

TRANSITION TO COLLEGE

'Let the Journey Begin'

Monday, August 31 - Thursday, September 3: 9:00am - 3:00pm
Friday, September 4: 9:00am - 12:00pm

Thank you for your interest in the 2015 Transition to College Program.

July 15th is the registration deadline so please contact us soon.

The Transitions program provides incoming students with identified learning disabilities with an opportunity to "get settled in" before starting classes. This "settling in" period offers a variety of experiences for students to be better prepared for their new academic career. There is no charge for the Transition to College Program. It is absolutely FREE.

It is a requirement to meet with a counsellor to provide documentation on your disability and discuss accommodations. Please call 705-759-2554 x2703 to book an appointment. If you do not have documentation on your disability or it is more than 5 years old, a counsellor can help you complete an updated assessment. It is important that you meet with a counsellor during the summer or as early in the academic year as possible.

A brief list of some of the seminars and activities:

  • Learn note-taking for lectures
  • Physical activities
  • Develop test taking skills
  • Assistive technology
  • College orientation
  • Learning strategies
  • Understanding course outlines
  • Library orientation
  • Using LMS
  • Self Advocacy
  • Orientation to Accessibility Services
  • Discussion with current students
  • Survivor's lunch
  • Get your student card and locker
  • Start using your student email account
  • Pick up your textbooks and timetable

Please print and submit registration form, or complete /save and email form to This email address is being protected from spambots. You need JavaScript enabled to view it.

For more information contact:
Accessibility Services
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 705-759-2554 x2803 or x2703 or x2803
Fax: 705-759-9857
TTY/TDD: 705-946-8619

View our Brochure
Transition Brochure

Complete and email your registration form
2015 Transition Registration Form