Academic Accommodations Glossary

This student requires that educational material and resources be provided in an accessible digital format (e.g. Microsoft Word or accessible PDF). Upon request from the student, please provide any slides and handouts to the student in advance IF they are not posted on the learning management system (LMS) at least two days prior to class.

Upon request from the student, classroom materials (for example, a Word document, PowerPoint or pdf) will need to be in an accessible format (i.e. – hard copy, accessible PDF, braille). The student can work with their accessibility consultant based on the format request. Find more information.

Upon request, if drawings/diagrams are not included in course texts or handouts, please allow students to take pictures of diagrams or drawings on the board related to the course material. If this is not possible, please provide copies of diagrams.

The adaptive technologists at Accessible Learning Services will work with the student to obtain textbooks and course packs in an accessible digital format.

In-class use of a laptop for notetaking purposes and for in-class written assignments.

The student requires audio recording of lectures. This may include the use of a digital recorder, cell phone or Smartpen. The student has signed an agreement that the recording is for the exclusive purpose of this student’s learning and is not to be shared. In classes where students are disclosing personal information, the student and professor should discuss when recording is appropriate. Refer to the Audio Recording Accommodation Guidelines in the Accessible Learning Services Guidelines and Processes Manual.

This accommodation is usually used in courses where classroom demonstration is heavily integrated into the lecture. The student may require the visual image in order for the auditory part of the lecture to make sense. The student is responsible for video recording. The video recording generated is for the exclusive purpose of supporting this student’s accommodation. In classes where students are expected to share personal information as part of the evaluation system, the student and professor should discuss whether video recording is appropriate.

Due to the nature of the student’s disability, the student may, on occasion, be required to miss classes. – See Attendance Accommodation Guidelines in the Accessible Learning Services Guidelines and Processes Manual.

A student may need to take short breaks, between 5-15 minutes, and briefly leave the classroom (e.g. 10-minute break for every hour).

The student may arrive to class late due to disability-related impacts. Lateness should not be penalized. The student is to work with an instructor to make arrangements for missed information.

The student may request to sit in a specific part of the classroom. Faculty may be asked to assist the student with obtaining an accessible seat.

The student may require access to a chair, desk or workspace other than the ones made available in the classroom. Instructors should allow students with this accommodation to have priority access to these resources if present in the classroom. Arrangements to have appropriate furnishings available in the classroom will be made by ALS and Facilities.

The student requires notetaking assistance. Please note a peer or a professional notetaker may be recruited to assist with this accommodation. Professors may be asked to assist with this recruitment. Please do not identify the name of the student with the accommodation to the class.

This accommodation allows the student to extend their program by reducing the number of courses they take a semester, in consultation with their program. Students on a reduced courseload will need to meet with their program coordinator and Accessibility Consultant each semester to review their program pathway and register for their courses. See Modified Reduced Tuition Fee Guide in the Accessible Learning Services Guidelines and Processes Manual, page 95.

See Assignment Extension Guidelines in the Accessible Learning Services Guidelines and Processes Manual, page 38.

The student may need additional time to complete in-class assignments or access to technology to complete in-class assignments. Please allow the student the necessary amount of time to complete the assignment either at the Assessment Centre or at home and return at an agreed-upon deadline.

Do not deduct marks for spelling and/or grammar when the student is required to hand in their assignment at the end of class.

Faculty is not expected to re-teach material but to clarify specific areas of misunderstanding. The student will discuss with faculty, as needed.

See Presentation Accommodation Guidelines in the Accessible Learning Services Guidelines and Processes Manual, page 79.

See Group Work Guidelines in the Accessible Learning Services Guidelines and Processes Manual, page 44.

Faculty may be requested to read out loud any print materials, board notes being presented, or repeat student questions. When presenting any written materials, be they printed handouts or notes on the board, or questions in a chat box, faculty may be requested to read the written content aloud.

See In-Class Assistant Guidelines in the Accessible Learning Services Guidelines and Processes Manual, page 60.

Live transcription is the instant translation of the spoken word into text on a computer screen for a Deaf and hard of hearing student. Live transcriptionists only provide this accommodation for live lectures. If the service is requested for live lectures, you will be contacted directly by Deaf & Hard of Hearing Services. As per George Brown College’s Accessible Media Policy, any pre-recorded lectures, third party video or audio files need to be captioned prior to being shown in class or posted to the learning management system (LMS). Please email Accessible Media Coordinator, avillahe@georgebrown.ca for assistance. Automatic speech recognition (ASR) or turning on automatic captions does not meet the accessibility requirements for this student.

An American Sign Language (ASL) interpreter’s role is to interpret everything that is being said in your class to ensure that the Deaf and hard of hearing student is able to fully participate in all course related activities (i.e. group work and tests). Any third party video, audio file or your asynchronous recorded lectures need to be captioned. Email Accessible Media Co-ordinator, avillahe@georgebrown.ca. Automatic speech recognition (ASR) or turning on automatic captions does not meet the accessibility requirements for this student.

This student may bring and ask you to wear an Assistive Listening Device/FM system. This technology consists of a transmitter microphone used by the faculty member and a receiver used by the student. The receiver transmits the sound to the student’s ears. Position the microphone 3 to 5 inches from your mouth and speak normally. Check with students using this system to ensure it is working properly. If questions or comments are made by individuals in the class who do not speak into a microphone, be certain to repeat their statements into your microphone.

Any pre-recorded lectures, third party video or audio files need to be captioned prior to being shown in class or posted to blackboard, regardless if they are required, recommended or optional. Please email the Accessible Media Co-ordinator, avillahe@georgebrown.ca, to ensure your materials are properly captioned as early in the semester as possible. Automatic speech recognition (ASR) or turning on automatic captions does not meet the accessibility requirements for this student. For more information please see the Captioning, Transcription and Described Videos Faculty Guide in the Accessible Learning Services Guidelines and Processes Manual.

Student's preferred method of communication with professor is email.

A medical response plan is not an accommodation per se; rather it is information provided to faculty about the existence of a medical condition that may manifest during class and require medical intervention. Faculty are never required to perform any medical intervention, however there is an expectation that they will alert the proper resources (e.g., emergency services, George Brown Public Safety) to attend to the student. Examples of such conditions include seizure disorders like epilepsy, and anaphylaxis which is a life threatening allergic reaction. You will be contacted by the accessibility consultant if a medical plan is to be shared.

Elevators do not function during a fire evacuation. This student requires an elevator to exit a building. During a fire evacuation the student should go to the designated safety zone and have someone notify the Fire Marshal or Campus Security of the student’s location. The individual should remain in the designated safety zone and await the arrival of a Fire Marshal. Students and staff should remember not to use the elevators during a fire alarm. People who cannot take the stairs themselves should not allow themselves to be carried down a stairwell unless there is immediate danger. 

Student may experience a seizure in the classroom. In the event of a convulsive seizure, let the seizure take its course and always keep track of time. If necessary, ease the student to the floor and move hard or sharp objects out of the way. Gently roll the person on their side as the seizure subsides. In case of an emergency, please call Security - dial (416) 415-4000 or "0" from a George Brown College internal Cisco phone.

Student will be accompanied by a registered service dog. For more information, please see AODA Accessibility Policy.

Extra time does not apply to situations in which timing is an essential component being measured by the test (for example, many skills-based tests) unless otherwise noted. If you have a question about how extra time would be applied given the format of a specific test, please contact the accessibility consultant.

The time the class has to complete the exam x 1.25. For example, if the class has 80 minutes, a student using time and a quarter will have up to 100 minutes (1 hour, 40 minutes).

The time the class has to complete the exam x 1.5. For example, if the class has 80 minutes, a student using time and a half will have up to 120 minutes (2 hours).

The time the class has to complete the exam x 2. For example, if the class has 80 minutes, a student using double time will have up to 160 minutes (2 hours and 40 minutes).

The student may require access to a chair, desk or workspace during testing. Made available by the Assessment Centre.

Student may need to eat or drink during their test/exam.

This will be provided in the Assessment Centre.

The student will provide their own calculator for the test. The type of calculator will be recorded on the test.

The Assessment Centre will provide the student with the test or exam in a hard copy print format.

In order for the student to access their test accommodations, Respondus browser will need to be disabled. If the student needs to be invigilated, they will need to book the virtual Assessment Centre through Zoom.

An Assessment Centre staff member may clarify questions. Faculty are encouraged to leave contact information for Assessment Centre staff to facilitate student questions during testing.

This stand-alone adaptive technology device enlarges printed exam material, to assist those with visual impairments in the Assessment Centre.

Student will be allowed to use MS Word on one of the Assessment Centre’s stand-alone computers. Unless otherwise specified by faculty, no internet access is allowed to ensure academic integrity.

Student will be allowed to use Wordpad on one of the Assessment Centre’s stand-alone computers. Unless otherwise specified by faculty, no internet access is allowed to ensure academic integrity.

A room alone is a private exam space with minimal distractions.

The student requires a setting with reduced distraction which is a quiet room with other students in the Assessment Centre and a desk with dividers.

A reader is provided by the Assessment Centre and is a person who works one-on-one with the student, to read exam material out loud. The reader reads completely verbatim; no other assistance is permitted.

A scribe is provided by the Assessment Centre and is a person who works one-on-one with the student, to write down the student's answers completely verbatim. No other assistance is permitted.

Student may experience periodic exacerbations of disability and may need to defer writing tests on short notice. Student is required to contact the faculty as soon as they are able and negotiate an alternate date to make up the missed evaluation. No medical note is required.

This software enlarges text and images on a computer screen.

(e.g. dictionary/thesaurus/WordQ/Grammarly) to support spelling/grammar challenges Marks should not to be deducted for spelling and grammar unless it is an essential requirement of the course.

This software reads text on a computer screen out loud. This accommodation requires an accessible digital copy of test material.

This software "translates" a student's spoken words into written text. The student must create voice profile and provide to the Assessment Centre prior to testing.

The faculty must submit the test to the Assessment Centre in an accessible digital format (for example, a word document or an accessible PDF).

Students may require this accommodation when multiple tests/exams are scheduled in the same day and they have no breaks in between tests/exams. This accommodation must be negotiated with faculty at least 7 days in advance for planning purposes. The consultant should specify the parameters (e.g. – no more than 1 exam per day).

Student will negotiate alternative arrangements with faculty in advance. Student is expected to write at least one part of the test on the original scheduled day.

Student may require access to noise-cancelling earphones, white noise or music to assist with concentration. The student will bring their own wired, non-Bluetooth headphones with them to the Assessment Centre.

See Formula Sheet Guidelines in the Accessible Learning Services Guidelines and Processes Manual.

See Memory Aid Sheet Guidelines in the Accessible Learning Services Guidelines and Processes Manual.

An American Sign Language (ASL) Interpreter facilitates communication with Assessment Centre staff for any clarification of procedures, and test/exam instructions. The student is responsible for booking the Interpreter with their exam.

Student may need to take short breaks throughout a test or exam.

Students and faculty can connect with Accessible Learning Services to discuss implementation of this accommodation. Please contact the Accessibility Consultant listed in the student’s accommodation plan.