The student accommodation plan is prepared in accordance with the Ontario Human Rights Code and the George Brown College Accessible Learning Services policy. It outlines the accommodations required by the student listed on the accommodation plan. This information is private and confidential and should not be printed or saved to file. Accommodations are determined based on the impact of the student’s disability(ies) and the barriers the student encounters in the academic setting.
Accommodations must not compromise the measured outcomes of the assessment or assignment.
The Accessibility Consultant working with your program is available to consult with you regarding how we can ensure the accommodations are available for the student. For more information, please see the Accessible Learning Services website at Accessible Learning Services.
Following is a comprehensive glossary containing more information about the accommodations that might appear on a student accommodation plan.
Test accommodations are accommodations related to the testing environment and conditions, which may include quizzes, timed in-class assignments, tests or exams. Test accommodations are only provided in the Assessment Centre, not in the classroom—with the exception of tests that require specialized equipment or laboratory set-ups—to be planned in consultation with the program. Students must book an appointment in the Assessment Centre to receive any of the accommodations listed below.
For more information on the Assessment Centre and test accommodation provision, please see the Assessment Centre’s website at: http://www.georgebrown.ca/assessment/accommodations/professors/.
Test Accommodation Definitions
1.25 x Normal Duration
(Usually applies when reading and writing are involved) - 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 half will have up to 100 minutes (1 hour, 40 minutes). 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.
1.5 x Normal Duration
(Usually applies when reading and writing are involved) - 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). 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.
2 x Normal Duration
(Usually applies when reading and writing are involved) - The time the class has to complete the exam x 2. For example, if the class has 80 minutes, a student using time and a half will have up to 160 minutes (2 hours and 40 minutes). 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.
An adjustable table allows students to adjust the table top to suit their needs. The Assessment Centre (AC) will provide the adjustable table.
Allowance of food and/or drink
Student may need to eat or drink during their test/exam. The student will allow the AC to inspect all materials being brought into the test/exam prior to starting to ensure academic integrity.
This accommodation is provided by using incandescent bulbs instead of fluorescent lights. This will be provided in the AC.
Although it may seem counterintuitive, music may help to minimize distraction. Students who are entitled to this accommodation will arrange this accommodation with the AC staff in advance. The AC may provide an iPod shuffle with music compiled by the AC staff or provide music files downloaded to the computer for the student to use.
A calculator allows students to perform basic math tasks – addition, subtraction, multiplication, division, and power. Students are expected to bring their own calculators, or the AC will provide one to the student. A calculator may be used by any student who has documentation supporting this accommodation, regardless of whether other students in the class are allowed a calculator for the exam.
The student has access to a dictionary. A dictionary is not allowed during testing of terminology unless otherwise indicated by the faculty.
An ergonomic chair is highly adjustable chair, and allows for adjusting the seat height, back tilt, and arm rests. It should have a sturdy frame and a great deal of support, especially in the lumbar region. This will be provided in the AC.
The AC will provide the student with the test or exam in a hard copy print format according to the layout specified on the student’s accommodation plan, for example, in large font or on coloured paper. The instructor should provide the AC with an accessible digital copy (for example, a word document or an accessible PDF).
Formula sheets from instructor (or approved by instructor) for courses in which the test is evaluating the application of formulas, not memorization. This accommodation supports students with disabilities that impact memory. Students entitled to this accommodation must discuss it with their instructors. Faculty involved in this accommodation should feel comfortable stipulating guidelines and deadlines in regards to creating the sheet. Either the faculty member or the student may create the sheet. If created by the student, faculty must approve it before the exam. If the student creates the sheet, it is our suggestion that the student give it to the faculty about one week in advance of the exam date. Once any necessary changes are made, and the sheet is approved, it should be sent to the AC, along with the exam questions, by the faculty.
Student may need to take short breaks throughout a test or exam. The AC stops the clock when the student needs a break and starts the student’s timing where they left off to ensure they are receiving their allotted time. The Accessibility Consultant will indicate the suggested allotted times for breaks (e.g. 10 minute break for every hour of testing). The student will not be allowed to leave the AC, unless accompanied by an AC staff member.
This software reads text on a computer screen out loud. This accommodation requires an accessible digital copy of test material.
Limiting the number of test/exams per day/week
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 in advance for planning purposes. The consultant should specify the parameters (e.g. – no more than 1 exam per day).
A memory aid is a tool that assists students who have memory and recall issues; these issues may exist on their own or be the result of prescribed medication or a related disability. This accommodation is not meant to provide answers to the exam; it is meant to help retrieve previously learned information from memory.
Students who are entitled to this accommodation must discuss it with their instructors. Instructors should feel comfortable implementing guidelines and deadlines in regards the memory aid. A suggestion is that the student present the memory aid one week in advance of the exam; which will give the instructor time to look it over and give notice of any required changes. Once the sheet meets the instructor's approval, it should be attached to the exam the faculty submits to the AC.
While an instructor cannot deny this accommodation, any information on the sheet that directly answers an exam question should be removed before the exam.
Noise Cancelling Headphones
The AC does not have any on loan for students. The student will bring their own headphones with them to the AC. If a student does not have their own headphones, they should speak with the Consultant to see if they may purchase on their own or through a disability bursary.
Optical Enlarger (CCTV)
This stand-alone adaptive technology device enlarges printed exam material, to assist those with visual impairments in the AC.
A reader is provided by the AC 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.
This software reads text on a computer screen out loud. This accommodation requires an accessible digital copy of test material.
Rescheduling of exams
Student may experience periodic exacerbations of disability and may need to defer writing tests on short notice. Student will contact the professor as soon as they are able and negotiate alternate arrangements. No medical note is required.
Screen Magnification Software
This software enlarges text and images on a computer screen for students with visual impairments.
A scribe is provided by the AC 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. Students must indicate appropriate punctuation, new paragraphs, and general organizational directions and be prepared to spell words that are unfamiliar to the scribe.
Student will be accompanied by a registered service dog. For more information please see: AODA: https://www.nygh.on.ca/about-us/quality-and-accountability/accessibility
Sign Language Interpreter
A Sign Language Interpreter facilitates communication with AC staff for any clarification of procedures, and test/exam instructions. The student is responsible for booking the Interpreter with their exam.
This software "translates" a student's spoken words into written text. The student must create voice profile and provide to the AC prior to testing.
Student has access to spell checker on a computer.
A room alone is a private exam space with minimal distractions. A reader or scribe may be present. No other students or the invigilator should be present in the room. The student is required to leave any non-essential items with the invigilator before beginning the exam (e.g., outerwear, hats, all bags, all electronic items, wallet, etc.) and will be checked on periodically by the AC staff.
Test in an accessible digital format
The professor must submit the test to the AC in an accessible digital format (for example, a word document or an accessible PDF), will allow the student to use a text-to-voice computer program to work on the exam. Visit the Accessibility section of the GBC website or the Accessible Digital Office Document Project website, or register on Cornerstone (My Learning) for an upcoming “Creating Accessible Documents” training session.
The student has access to a thesaurus. A thesaurus is not allowed during testing of terminology unless otherwise indicated by the faculty.
Use of a Computer
The computers the AC provides to students are disconnected from the internet, unless indicated by the professor or it is needed to write a test/exam (e.g. Blackboard test). Computers are to be used for word processing purposes only. If a student requires adaptive technology to do word processing, those programs will be listed as separate accommodations. Common adaptive technology for this purpose includes text-to-voice, voice-to-text, and screen magnification software. Unless an instructor gives written permission directly to the AC, the student is not allowed to use any other programs (e.g., Excel) or use their own personal computing devices.
The exam space and building, including washroom facilities, need to be accessible to someone using a wheelchair.
Academic accommodations are related to the classroom environment, which may include a lecture style classroom or a lab setting. Accommodations related to clinics/field placements require separate accommodations and, if required, additional information will be provided to the Professor or Field Supervisor.
Academic Accommodations Definitions
Alternative chair, desk or workspace
The student may require access to a chair, desk or workspace other than the ones made available in the classroom. For example, an ergonomically designed chair or seating, an adjustable desk, a standing table or a larger area workstation. 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 Accessible Learning Services and not the instructor.
ASL Interpreter in the class
An American Sign Language (ASL) interpreter’s role is to interpret between ASL and English so that Deaf/deafened/hard of hearing students can interact fully with their hearing classmates and professors, and you with them. Please give the service provider preparation materials for your class. Assigned by Interpreter Scheduler, Deaf & Hard of Hearing Services, ext. 3596, firstname.lastname@example.org.
Assistive Listening Device/FM system
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.
This accommodation is usually used in courses where the course relies heavily on lecture-based material. The student is responsible for audio recording. The audio 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 audio recording is appropriate.
This student requires that educational material and resources be captioned (e.g. videos, DVDs, etc). Any educational materials or resources required, recommended or optional as part of the curriculum must be captioned. George Brown has a Captioned Media & E-text Policy. See http://researchguides.georgebrown.ca/captionedmedia. For assistance please the Accessible Media Coordinator as early in the semester as possible.
Student may need to take short breaks, between 5-15 minutes, and briefly leave classroom (e.g. 10 minute break for every hour).
Computerized Notetaker in the class
A computerized notetaker provides virtually simultaneous access (close to verbatim) transcription of all class interactions to enhance the classroom experience for the instructor and for individuals who are Deaf/deafened/hard of hearing. Please give the service provider preparation materials for your class. Assigned by Golnaz Izadi, Accessible Learning Services, ext. 2066, email@example.com (Linda Phan – interim scheduler; firstname.lastname@example.org).
Course materials in advance
This student requires that educational material and resources be provided in an accessible digital format (e.g. Microsoft word or accessible pdf). Providing course materials in accessible digital format in advance of class assists students with difficulties in visual processing speed, working memory, reading fluency, writing, distractibility and concentration. Please provide any slides and handouts to student in advance IF they are not posted on the BlackBoard learning system at least 2 days prior to class.
Student's preferred method of communication with professor is email.
Emergency Evacuation Protocol
Staff and students who can only use an elevator should go to the designated safety zone and have someone notify the Fire Marshal, Campus Security or the Fire Department of the person’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. See more: Emergency Evacuation Protocol.
Extensions on Assignments
The student should contact you at least one day before the assigned deadline to request an extension. The student should give you the date the assignment will be handed in; or, the two of you should agree on a reasonable and firm deadline. ALS does not recommend open-ended extensions. If a new deadline would interfere with the course timeline, an alternative may be to move the weight of the grade to another assignment or exam. If you feel that providing this accommodation interferes with the essential requirements of your course or program, contact ALS before refusing the accommodation. This accommodation needs to be carefully considered with respect to group assignments.
Due to disability-related reasons group work presents a barrier for this student; alternative assignments to be negotiated with the Professor when group work is not a core outcome of the program. Please contact ALS if you feel that providing this accommodation interferes with the essential requirements of your course or program.
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 returned at an agreed upon deadline. This accommodation needs to be carefully considered with respect to group in-class assignments.
In-class presentations present a barrier for this student. There may be a number of alternative ways that can be negotiated in which a student can still meet the expectations of the course. These might include providing support to the student in scaffolding towards the ability in being able to present, presenting only to the professor, or dividing up tasks among members of the group so that the student takes on a task other than the presentation component. These should be negotiated with the Professor as soon as the student becomes aware that there will be a presentation component. Please contact ALS if you would like to talk about potential alternatives or if this accommodation interferes with the essential requirements of your course or program.
Lateness due to disability
Student may arrive to class late due to disability-related impacts and lateness should not be penalized. The student is to work with instructor to make arrangements for missed information. If this accommodation directly impacts the essential requirements of the course, such as class demonstration, or skills labs, please contact the student’s Accessibility Consultant to discuss further.
This “smart” pen synchronizes handwritten notes with recorded audio, and converts handwritten notes and audio into a digital format for students to access on a number of devices. In classes where students are expected to share personal information as part of the evaluation system, the student and professor should discuss whether audio recording is appropriate.
Materials in an accessible digital format
A word document or accessible pdf will allow the student to use adaptive technology to access the course information. Visit the Accessibility section of the GBC website or the Accessible Digital Office Document Project website , or register on Cornerstone (My Learning) for an upcoming “Creating Accessible Documents” training session.
Professors may be asked to assist with the peer notetaker recruitment. To maintain confidentiality please do not identify the student who has the disability to the class.
Students can use a variety of recording devices to record classes. Note-Taking Express (NTE) is a service available to students which converts audio files to text files. Once students record their classes, they can upload the audio recording to their NTE account. Recordings are then summarized in a document for the student. In classes where there is visual information students are able to take a picture of the information and upload it along with the notes. Some students may need to use a Note Taking Assistant to assist them with working the recorder and uploading the notes. The audio recording and notes generated from the recording are 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 audio recording is appropriate.
Periodic Absences due to disability
Student may be absent from class with little or no notice. They will make an effort to notify their Professors when this occurs and negotiate the submission of missed assignments. Students with this accommodation should not be graded on attendance unless it is an essential requirement of your course or program. Before refusing this accommodation, contact ALS to discuss the situation.
The student may request to sit in a specific part of the classroom. Please assist the student with obtaining an accessible seat.
Preferential seating with interpreter
The student may request to sit in a specific part of the classroom. Please assist student with obtaining an accessible seat with a clear visual access to the interpreter.
A reduced course load is an accommodation for students with disabilities who require more time to complete their program. This accommodation is determined by the student’s eligibility under the Reduced Tuition Fee Policy as dictated by the Ministry.
Student will be accompanied by a registered service dog. For more information please see: AODA: https://www.ontario.ca/laws/regulation/110191#BK151
Spelling/Grammar for in-class assignments
Do not deduct marks for spelling and/or grammar when the student is required to hand in their assignment at the end of class.
Textbooks and course packs in accessible digital format
The Adaptive Technologists in Accessible Learning Services will work with the student to obtain textbooks and course packs in an accessible digital format.
Use of Laptop
In-class use of a laptop for notetaking purposes and for in-class written assignments.
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.
If drawings/diagrams are not included in course texts or handouts, please allow student 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/drawings to student. Please contact your Accessibility Consultant with any questions or concerns.