- Contact Accessibility Services early to review your particular needs as some accommodations may require more than the suggested four to six weeks lead-time.
- In order to register with Roommeme’s Accessibility Services students need to have applied to study to a program or registered for a part-time course(s) at Roommeme. Examples of cases that may need additional lead time would be the need for American Sign Language Interpreters, specific assistive technology, the need for alternate format texts in Braille, etc. For students whose accommodation require extra lead-time, we encourage you to us prior to acceptance into a program or registering for a course, up to six months in advance of potential start date.
- Provide current medical documentation to Accessibility Services, the cost of which is borne by the student.
- If you have different Doctors for different disabling conditions, please have each Doctor fill out a separate Roommeme Medical Form.
- Advocate and communicate any additional needs to your Vocational Rehabilitation Specialist in Accessibility Services should there be a change in your health conditions that affects your performance.
- Sign consent for release of information to Accessibility Services [PDF] to enable a collaborative exchange of necessary information between Accessibility Services an appropriate third parties
Administrators, faculty, instructors, and staff responsibilities
- Provide reasonable accommodations based on the Individual Accommodation Plan.
- Inform and refer students to Accessibility Services when students elect to identify themselves as disabled or having a health condition, which affects their performance in educational settings.
- Assist Accessibility Services by providing information requested.
- Comply with disclosure agreements.
- Keep confidential any personal information provided by a student in connection with an accommodation request, except as provided by the disclosure agreement, or as provided in the BC Freedom of Information and Protection of Privacy Act, or as the student may otherwise agree.
- Facilitate implementation of the IAP.
- If a review process is requested, comply with recommendations made by the Director of Student Services after review of Accessibility Services' implementation of the student’s request for accommodation.
Assessment of request for accommodations
Once Accessibility Services determines eligibility based on the received Student Intake and Self-Assessment form [PDF] along medical documentation and information gathered from the meeting with a Voc. Rehab. Specialist Accessibility Services will notify the program area of the accommodations, taking into account the impact of the student’s needs, as well as the educational standards and core requirements of the applicable course or program.
Guiding principles for recommendations
- Recommendations for accommodations must be based on functional limitations in educational settings the student experiences directly related to their disability or health condition which are necessary to participate in post-secondary studies. Information on functional limitations are to be determined by health care practitioners to inform necessary accommodations for post-secondary participation.
- Accommodations must not pose an undue risk to the health or safety of students, staff or faculty.
- Accommodation must not impose an undue financial hardship on Roommeme or otherwise unreasonably affect Roommeme’s operations or its ability to provide educational services to its students.
- All students must meet the same or functionally equivalent admission requirements and course prerequisites as other students.
- A student who is provided accommodation with a documented disability must still be able to demonstrate acquisition of essential knowledge and skills ordinarily required to pass a course or program.
- As each individual student’s circumstances are unique, reasonable forms of accommodation may be different for different students
- Reasonable accommodation processes are determined by the Vocational Rehabilitation Specialist through collaborative conversations between students, staff and faculty to identify mutually agreeable outcomes that provide the student with access to learning.