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Tag: disability

  • One Size Fits All?

    One Size Fits All?

    If there’s one expression I dislike more than any other, it’s one size fits all. It may be true in some cases, but not so much when it comes to disability. In fact, the opposite is true. Consider, for example: a shirt can come in several different sizes, but carries the same basic design. This is a flaw because human bodies come in all shapes and sizes, which means that the shirt, despite the different sizes, doesn’t quite mesh. The collar may be too tight, the sleeves create a vise on your shoulders, the body of the shirt is too large, too short, too tight, or it’s just an unflattering fit in general.

    The same philosophy can be applied to disabilities of all types: you’re not going to get a perfect fit every time. Things need to be changed and adapted to better fit the requirements of what you need in order to succeed in your education and chosen career. In my case, it certainly changed. In elementary school, I was dealing with speech therapy classes, an interpreter, a frequency modulation (FM) system, and exemptions from French classes. By high school, all of it would be gone (except for the FM system), replaced with extra test accommodations, and a note-taker who transcribed what the teacher said into text on a computer screen.

    In university, things would change even further after a particularly jarring experience with the speaker system in one of the university campuses’ largest lecture halls. This problem, combined with the feedback I would constantly get caused me to drop the FM system for good. I never looked back. I decided to keep the accommodations for tests and exams, and I also went with note-takers full-time, admiring their typing speed as I read over their shoulder.

    It was approximately a year after graduation that I learned that I wasn’t alone when it came to FM system feedback. It wasn’t common, but it wasn’t exactly rare. It made me realize that every disability plan must be tailored to fit the student’s needs, because it reflects how someone works and how they contribute. Therefore, the ‘shirt’ didn’t fit me well and had to be altered.

    As time moves forward, technology does as well, adding new things that can remove gaps that current technology cannot. As an example, consider Kutzweil Education, a program that assists those with dyslexia or learning disabilities. It’s definitely a recent development that transcribes text to speech, and many other cool features are included such as highlighting, annotating, and extracting outlines of chapters. It’s fairly new, as the earliest I’d heard about this program was 2008 –the company’s been around for at least a decade beforehand. Guide dogs are also fairly recent – particularly because of expansions into those with other health disorders. It also doesn’t necessarily fit the ‘shirt’ in their cases. This is why the plan to help accommodate individual persons should always be adjusted accordingly.

    As technology and time moves on – the shirt may be modified or removed entirely in order to get the best possible equipment that you need in order to succeed in your educational (or work) environment.

  • Campus Disability Services

    Campus Disability Services

    If you’re a student with a disability looking at your post-secondary options, we’ve provided a handy link to the NEADS website where you can access information about campus disability services all across Canada.

    NEADS EdLink is the most comprehensive Canadian directory of college and university disability service providers and links to service centre websites, with listings from coast to coast. Each entry provides current contact information for service providers at Canadian post-secondary institutions. The links to disability centre websites allow access to detailed information on accommodations, physical access, services and supports.

    Access the Campus Disability Services search engine via NEADS on their website.

  • Muscular Dystrophy: From Immobility to Opportunity

    Muscular Dystrophy: From Immobility to Opportunity

    Many things are so second nature that we never give them a second thought. Your legs take those steps out the door in the morning, and your thumbs dance across the phone screen to text your friend. Now imagine losing the ability to take a step or to move your fingers. That is muscular dystrophy, a devastating disease that eats away at the body’s muscles and leaves the affected individual immobilized. It primarily affects male children, with studies indicating 1.3 to 1.8 cases for every 10 000 boys.

    My uncle, Frank Ritacca, was born with the condition. He went from a walking toddler to a weakened youth in a wheelchair by the time he was a teenager. The prognosis was not a good one: a life expectancy in the early 20s with increasing debilitation.

    In December of 2015, my uncle celebrates his 52nd birthday. He has been a lifelong inspiration to his family, his friends, and me. A smiling face in the midst of adversity, his optimism and humour make the man with a muscle-weakening disease the strongest man I know.

    Many years ago, severe conditions like that were death sentences. But one of the greatest, if not the greatest, aspects of advancing technology is the improvement in quality of life for those who need it most. Frank’s wheelchair has allowed him some mobility, and his healthcare equipment has allowed him to breathe and be fed. Yet those are the basics for survival, and we humans want more than that from our lives. Through buttons operated via his knees and his finger, Frank is able to fully operate a computer.

    Companies such as Invacare offer devices for those with limited mobility. Their MK6i remote programmer attaches to Frank’s wheelchair and connects him to the on-screen mouse of his computer. A man who could not write now sends emails and posts on Facebook via his on-screen keyboard. A man who could not walk since childhood now meets people from around the world and has a great group of friends to chat with. A man who lost his ability to make things or use his hands now creates websites and videos, and destroys his competition in chess, Scrabble, and Settlers of Catan. Of course, he will always make time to binge watch Star Trek on Netflix. Technology has allowed for a much greater harnessing of human potential, moving discussions away from limitations and towards capabilities.

    In a world where a person’s merit is measured by their contribution to society, it is easy for someone like Frank to feel disadvantaged and weak. Technology has given him and others like him the opportunity to do more. Yet just like for all of us, that technology is merely a tool. It is his optimism, determination, and unyielding strength that make Frank who he is. My uncle is a techie, a Trekkie, a gamer, a friend, a beloved member of the family, and an invaluable inspiration to us all.

  • You Can Handle Anything- Just Try!

    You Can Handle Anything- Just Try!

    I am an amputee, missing both hands and my right leg above the knee. I know what you’re thinking, “How is she typing this?”

    Well, it’s easy. I simply bash my head against the keyboard until the right sentences string together.

    Okay, okay, just kidding. But you should have seen your face.

    I was born with my amputations, so I have lived my entire life being “different” and learning how to become an independent person. As you can imagine, there have been many challenges to face as well as many funny experiences. My family raised me with a healthy sense of humour and so I have always felt comfortable with my disability. However, that didn’t change the fact that other people weren’t so comfortable, and that I had to find ways to deal with strangers asking me questions on a daily basis. I have heard everything from “What happened to you?” to “Can I touch your arms?” so by now I have a decent variety of responses to be ready with at all times.

    When I went off to university, I had no idea just how different my life would be. It was my first time living by myself. Even though I knew I was completely capable of being independent, I still had a few concerns. What if I couldn’t do laundry? What if I needed help with it? It’s normal for students to feel nervous about moving away from home, but I felt especially anxious considering that I had a lot to deal with that other kids didn’t. I made up my mind to not be discouraged by ‘what if’ and instead be as confident as I had always been. After all, if I could live independently in my hometown, I could live independently anywhere!

    Things went well during my first week of university. I lived in residence with a roommate and it didn’t take long for me to get adjusted to student life. All my insecurities went away until one day a professor called me into his office to meet with him and a special needs advisor. I had never really used special needs services before, but have always appreciated that they are available to me. At this meeting I was told that with the semester getting underway and workload starting to pick up, I should probably use a scribe to take notes during my lectures because there was no way I would be able to keep up with my peers. Now, most people wonder how I write or type – it’s not very exciting; I just use my arms. I’ve learned to be very crafty and resourceful with what little I have, and I type up to 100 words per minute!

    I knew that I didn’t need a note taker. I could do this myself. But I let people who thought they were helping me get in my head. I started to panic thinking that maybe they were right – maybe I wouldn’t be able to keep up. Just as I was about to give in, I reminded myself of my decision to be confident. I spoke up and said, “No thank you! I’ll be fine!”

    And I’m proud to say, I was. Not only did I complete the semester taking notes on my own but by the end of the semester I had actually volunteered to be a scribe myself and take notes for other people!

    If you are struggling with insecurity, just remember that you know yourself better than others. Be confident in your abilities, take a chance, and show people what you can do.

  • Student Loan Repayment Assistance for Borrowers with Permanent Disabilities

    Student Loan Repayment Assistance for Borrowers with Permanent Disabilities

    Students with permanent disabilities who are having difficulty paying back their student loans are eligible for the Repayment Assistance Plan for Borrowers with Permanent Disabilities (RAP-PD). RAP-PD makes debt repayment easier for students with permanent disabilities by allowing them to pay back what they can reasonable afford.

    Under RAP-PD:

    • Loan payments are based on family income, family size and disability related expenses
    • Students will not make loan payments exceeding 20% of their income (on loans covered by RAP-PD)
    • In some cases, students will not have to make any loan payments until their income increases
    • No student with a permanent disability should have a repayment period longer than 10 years

    For other Inquiries relating to student loans contact:

    CANLEARN
    Web: http://www.canlearn.ca/
    Email: info@canlearn.ca
    National Student Loans Service Centre
    Within North America: 1-888-815-4514
    Outside North America: 1-800-2-225-2501
    TTY: 1-888-815-4556
    P.O. Box 4030
    Mississauga, ON, L5A 4M4

  • Support Services Available at Post-Secondary

    Support Services Available at Post-Secondary

    Each post-secondary school will have a range of services to support students with disabilities and the wider student population.  These services provide an excellent source of support for students (and are often underused). Students are highly encouraged to take advantage of these resources, and a description of services that may be provided at post-secondary school is given below.

    ACADEMIC ACCOMMODATIONS

    Disability Advisors at each school review the documentation of students with disabilities and determine which accommodations each student needs. Types of accommodations may include:

    • Extended time on exams
    • No more than one exam per day
    • Access to a computer or spell check on exams
    • Note-taker in class
    • Sign language interpreter
    • Alternate format material (ex. Braille)

    It is important to remember that the laws that regulate accommodations at college and university are different than those for high school. Many post-secondary institutions require more specific and comprehensive documentation to show proof of a disability than is required in high school (especially for ADHD and learning disabilities). Incoming students will not automatically receive the same accommodations at college or university that they received at high school. To discuss available accommodations, students should contact their post-secondary school directly.

    DISABILITY SUPPORT SERVICES

    Many colleges and universities offer other services that cater directly to students with disabilities. These may include:

    • Summer Transition or Orientation Programs: some schools offer workshops for students with disabilities to help them prepare for life at post-secondary school; these programs range from one-day events to week long transition camps
    • Appointments with a Learning Strategist: many schools employ learning strategists in their OSD, to help students with disabilities develop strategies to improve their learning and study skills
    • Peer Mentoring: some schools offer peer mentorships with upper-year students who also have disabilities; these mentorships allow students someone to go to for advice and information about navigating post-secondary life
    • Tutoring Services and Academic Support: some schools may offer academic support that is available specifically to students with disabilities

    OTHER SUPPORT SERVICES

    Colleges and universities offer a wealth of support services to meet the diverse needs of all of their students. These services often include:

    • Student Health Centre: the health centre may be drop-in or by appointment only, may be able to offer all of the same services one would receive from a family doctor, or may offer more limited services (with referrals available to community practitioners)
    • Counselling Centre: support and counselling for students that need help regarding anxiety or mood problems, relationships, depression, substance abuse, or other personal crises
    • Library and Reference Workshops: resources and workshops on how to find and access materials in the library for research or other projects, as well as how to properly cite and reference one’s work
    • Peer Tutoring, Writing/Academic Centres: support for students’ writing (essays, research projects) or other academic courses
    • First Generation Student Centre: support for students whose parents did not attend college or university
    • Career Services: a resource centre providing job boards and career listings, sometimes including placement services, and resume-writing support
    • Child Care Services: on-site and/or subsidized child care is available at some post-secondary schools
  • Becoming a Self-Advocate

    Becoming a Self-Advocate

    “You’re hired for your strengths not for your deficits or challenges. Your focus should be on what you can do and on articulating that to the potential employer” – Julie Ouellette, Disabilities Counsellor, Paul Menton Centre, Carleton University

    What is self-advocacy?

    Self-advocacy is essentially about knowing yourself, being able to promote yourself and your skills while speaking to any challenges you may face because of your disability, and being able to request the accommodations you need.

    How to become a successful self-advocate

    Self-advocacy is a skill that is developed. It takes practice. It’s not just enough to know what skills you bring to the job market and what accommodations, if any, you need to help you succeed, you need to be able to clearly and effectively communicate this to a potential employer. Self-promotion can feel a little awkward or uncomfortable so practicing this skill is key. You want it to feel and sound natural.

    Tip: If you want help practicing this skill or just want some feedback, be sure to check with your

    campus’ disability services office or career services. The advisors are there to help you.

    Identify your disability

    To promote your strengths and skills and to know whether a position will pose any challenges for you means you need to understand your disability. What is it? How does it impact you?

    Know what you want to promote. Take stock of your skills and your strengths:

    • What do you have to offer an employer?
    • What are your best strengths?
    • Why would you be a good fit for the position?
    • Why would you be a good fit with the company?

    Again, if you need help determining what your strengths are, there are a number of resources you can turn to:

    • Career Services – an employment advisor can help you take stock of your work, volunteer, recreational and educational experiences to determine what skills you’ve been honing. They can also help you communicate these skills effectively in written form (résumés and cover letters) and in person (interviewing skills).
    • Previous Employers – if you have a good relationship with a previous employer (whether it was paid or unpaid work), talk with them and find out what they see as your greatest strengths.
    • Friends & Family – ask them what they see as your greatest strengths.

    Do your homework. Know what types of accommodations are helpful to you

    Know what accommodations you need. If your accommodation requires the employer purchasing something, do your research and find out what the cost is and where the accommodation can be purchased. And, advises Ouellette, “Try to have alternatives. Giving employers options often makes it easier to implement the accommodation.”

    Be able to articulate your needs clearly

    When it comes to requesting accommodation, know that it is your RIGHT to ask for the accommodations you need. And, remember that you do NOT ever have to disclose the nature of your disability to request an accommodation; all the employer needs to know is what accommodation you require.

    “It’s important to be able to look at the job description and know that you can perform the essential requirements of the job. If you can perform those key requirements, then know that it’s your RIGHT to request the accommodation,” adds Ouellette.

    Cons of not asking for a necessary accommodation

    Ultimately, the decision as to whether or not you request an accommodation lies with you. It is important to consider that not requesting an accommodation you need could lead to failure on-thejob.

    “If you neglect to make that disclosure and there is a health concern that potentially endangers yourself and your coworkers, you would be in a difficult situation,” says Charlie Matjanec, Employment Advisor, Disability Services at Conestoga College’s Kitchener campus. He adds, “If you’re not asking for the accommodation, you’re giving away an advantage that you are legally entitled to and that you worked hard to give yourself. But, you always have the right to not say anything.”

    Deciding when to request an accommodation

    Deciding when to request accommodation depends on a variety of factors and is completely up to you. But, there are some things you should take into consideration:

    1. Will you need accommodation during the interview process? I.e. Do you need to ensure appropriate access to the interview location? If so, it is advisable to request the accommodation up front so neither you nor the employer is put in a difficult situation.

    2. Do you need accommodation during written tests? The recruitment process can involve written tests, especially if you’re interviewing for a government position, so if you need extra time to complete a written test or require adaptive technology to do so, you might want to seriously consider requesting the accommodation beforehand. If you don’t, your poor performance will likely be attributed to weak skills.

    What if I don’t need accommodations during the interview?

    “If the offer has been made, this is a really good time to consider making the request,” says Matjanec. “You have already proven that you have the qualities that they’re looking for. The employer has a legal obligation to accommodate if the candidate chooses to accept the job. If an employer offers you the job, what has changed when you say, ‘That’s great. I’m going to ask you for some adaptive technology on my computer because that is how I’m best able to do my job.’? This is where advocacy comes in, the more that you are able to project that you have faith in yourself, the more the recruiter will believe you. If you’re hesitant, it will come across in the same hesitant way.”

    Ouellette adds, “You don’t need to tell everyone. You may be able to just tell your direct supervisor. ‘Okay, this employee needs a desk that is three inches lower.’ Not a big deal.”

    For individuals who want to ensure that the workplace they enter is inclusive, one can also apply for jobs in the science and technology fields through organizations that match individuals with disabilities within these sectors. Utilizing local disability service providers may be an effective way to be certain of applying for jobs that are inclusive.

    Lastly, remember: all employees and job seekers have legal rights. Knowledge is power, so knowing what rights employees have is crucial. If discrimination within the workforce occurs at the interview stage or during the time of employment, there are organizations across Canada that assist in helping individuals build cases to fight against inequality.

  • Residence and Campus Accessibility

    RESIDENCE ACCESSIBILITY
    Most residence buildings offer accommodations to students with disabilities or other special needs. During the residence application process, there is often a Special Needs Form that students can complete and submit with their residence application. Residence accommodations may include:

    Wheelchair accessible room and bathroom
    Visual fire alarms
    Carpet-free rooms
    Extra-long beds

    Universities and colleges will generally do their best to accommodate for the needs of students with disabilities or other special needs. However, it is important to note that residences are high-density living environments, and it can be difficult to accommodate for all special needs, particularly for students with environmental health concerns.

    For specific information about accommodations in residence, students should contact the housing department at their college or university.

    CAMPUS ACCESSIBILITY
    Campus buildings are required to have accessible entrances, washrooms, and parking available. Some campuses may provide detailed information about accessibility online, whereas other schools may not have a map showing all accessible features. For specific information regarding campus accessibility, students should contact the Office for Students with Disabilities.

    TRANSIT
    Many schools provide students with a transit pass through fees included in tuition. Most cities offer accessible buses on their regular routes, or they have options for riders that have other accessibility needs.

  • Campus Disability Services

    Campus Disability Services

    If you’re a student with a disability looking at your post-secondary options, we’ve provided a handy link to the NEADS website where you can access information about campus disability services all across Canada.

    NEADS EdLink is the most comprehensive Canadian directory of college and university disability service providers and links to service centre websites, with listings from coast to coast. Each entry provides current contact information for service providers at Canadian post-secondary institutions. The links to disability centre websites allow access to detailed information on accommodations, physical access, services and supports.

    Access the Campus Disability Services search engine via NEADS on their website.

  • Residence & Campus Accessibility

    RESIDENCE ACCESSIBILITY
    Most residence buildings offer accommodations to students with disabilities or other special needs. During the residence application process, there is often a Special Needs Form that students can complete and submit with their residence application. Residence accommodations may include:

    • Wheelchair accessible room and bathroom
    • Visual fire alarms
    • Carpet-free rooms
    • Extra-long beds

    Universities and colleges will generally do their best to accommodate for the needs of students with disabilities or other special needs. However, it is important to note that residences are high-density living environments, and it can be difficult to accommodate for all special needs, particularly for students with environmental health concerns.

    For specific information about accommodations in residence, students should contact the housing department at their college or university.

    CAMPUS ACCESSIBILITY
    Campus buildings are required to have accessible entrances, washrooms, and parking available. Some campuses may provide detailed information about accessibility online, whereas other schools may not have a map showing all accessible features. For specific information regarding campus accessibility, students should contact the Office for Students with Disabilities.

    TRANSIT
    Many schools provide students with a transit pass through fees included in tuition. Most cities offer accessible buses on their regular routes, or they have options for riders that have other accessibility needs.