Tag: students with disabilities

  • How to Be Inclusive of Others

    How to Be Inclusive of Others

    We live in a world full of people of different genders, cultures, religions and economic backgrounds. Because of this, we all have a responsibility to make sure that any individual, regardless of who they are or where they come from, is included into everyday life.

    What does it mean to be inclusive?

    Sometimes, inclusivity takes the form of certain rights, which are granted to individuals who may not have those rights to begin with. For example, students who practice a religion (regardless of what religion it might be) can be given the right to take religious holidays off of school without penalty. Though it may seem like common sense to grant rights like these to others, the reality is that not everyone has access to them all the time.

    That being said, sometimes inclusivity means allowing for special circumstances in order to even the playing field. Individuals who belong to disadvantaged groups—groups that, throughout history, have been less privileged and continually oppressed compared to others—may receive extra attention because of their disadvantaged positions in society. For example, First Nations students may have special scholarships available to them, because they are statistically less likely to attend post-secondary education.

    Finally, inclusivity can mean a sense of fundamental respect for others. In other words, others are not judged by certain unchangeable traits, like their race or their gender. Instead, they are treated with respect because they are human beings. For example, students who were born in different countries can set their differences aside to work together within the classroom.

    Here are some ways you can be inclusive of others:

    • Don’t make assumptions. Assumptions about an individual based on things like their religion or gender are a form of prejudice, and they often result in that individual being treated unfairly.
    • Ask questions. Individuals who are different than you will probably have different perspectives and opinions about the world. Ask them not only about what they think, but about how they would like to be treated.
    • Embrace your differences. You don’t have to agree with everyone all the time, but you can often learn from others who are different than you. Try to be open-minded: your differences don’t have to lead to conflict.
    • Consider yourself. How are you different from those around you, and what makes you special? Are you proud of your heritage? Is religion important to you? Knowing the answers to these questions will familiarize you with your own values, and help others treat you with respect.
  • 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.

  • What are my rights to post-secondary education as a person with a disability?

    All educational institutions have a legal obligation to provide reasonable accommodation, up to the point of ‘undue hardship,’ in order to ensure equity for students with disabilities. The Canadian Charter of Rights and Freedoms and the various provincial charters prohibit discrimination on the basis of disability, and post-secondary institutions have been mindful of the obligation to create an accessible environment dictated by these charters. Canadian colleges and universities are now beginning to articulate the rights of disabled students as they develop educational equity policy statements. It is recommended that disabled students contact their disability services office for more information:  http://www.neads.ca/en/norc/edlink/ 

    Other organizations that can help clarify the legal aspects of disability accommodations include: ARCH Disability Law Centre, Council of Canadians With Disabilities and Reach Canada. ARCH is “a non-profit community legal clinic which defends and promotes the equality rights of people with disabilities through litigation, law and policy reform, and legal education.” You can contact ARCH at its Toronto office:

    Advocacy Resource Centre for the Handicapped (ARCH)

    425 Bloor Street East, Suite 110

    Toronto, Ontario, M4W 3R5

    Telephone: (416) 482-8255

    TTY: (416) 482-1254

    E-mail: archlib@lao.on.ca

    Web site: http://www.archdisabilitylaw.ca/

    Reach Canada is “an Ottawa-based voluntary organization that empowers people with disabilities to remove barriers in education, work and the general community.” Contact Reach at:

    Reach

    400 Coventry Road

    Ottawa, Ontario, K1K 2C7

    Telephone: (613) 236-6636

    TTY: (613) 236-9478

    Fax: (613) 236-6605

    Toll-free: (800) 465-8898

    E-mail: reach@reach.ca

    Web site: http://www.reach.ca

  • Offices for Students with Disabilities

    Offices for Students with Disabilities

    Educational institutions have a legal obligation to provide reasonable accommodations that promote equity for people who have disabilities. To adhere to their legal obligation, provincial/territorial governments provide publicly funded colleges and universities with operating funds to set up special services for students with disabilities.

    Note: Ontario colleges and universities use different names for their office which provides services to students with disabilities.  Many of the names of these offices use the word ‘disability’ or ‘accessibility’, such as Disability Services Office or Accessibility Centre.  The word ‘accessibility’ is becoming more commonly used, as it reflects that the emphasis should be on the environment rather than the individual to adapt and become accessible.

    For the purpose of this guide, we have chosen to refer to the disability/accessibility centres as the “Office for Students with Disabilities” or OSD.  We’ve chosen this name as it is clear and descriptive of the purpose and role of this office. The specific name and location of the centre at each college or university can be found on the school’s website in the Colleges and Universities sections.

    WHAT KIND OF SERVICE DOES THE OSD PROVIDE?

    Staff at Offices for Students with Disabilities assist students in a variety of ways. Given that each student’s needs are unique, services and accommodations are established on an individual basis and based on the documentation of the student’s disability. A complete list of services and required documentation will either be available on the website of each post-secondary institution or by contacting them directly.

    WHAT ARE THE RESPONSIBILITIES OF THE OSD?

    • Assess requests for accommodations, on the basis of each student’s submitted documentation
    • Recommend and provide reasonable and appropriate accommodations, academic adjustments, and/or support services for students with disabilities
    • Provide information regarding policies, procedures, rights and responsibilities to students with disabilities in accessible formats upon request
    • Assist students in communicating with faculty (when needed) about their disability and required accommodations
    • Maintain confidentiality of all information pertaining to a student’s disability

    WHAT IS THE REGISTRATION PROCESS AT THE OSD?

    • When possible, contact the OSD before classes start to make a face-to-face appointment
    • Submit all required documentation to the OSD prior to the appointment (according to the school’s policies)
    • Attend the appointment to create an accommodation plan based on the submitted documentation

    WHAT DOCUMENTS WILL THE OSD REQUIRE?

    Each institution will have its own policies and procedures regarding the required documentation to show proof of a disability. Staff at the OSD can assist students in obtaining up-to-date documentation or assessments as needed. Be sure to check with the OSD at each institution to determine specifically what documentation requirements that they have.

    Some common requirements are:

    • Learning disabilities: a recent psychoeducational assessment (conducted within the last 3-5 years)
    • Attention Deficit Hyperactivity Disorder (ADHD): a diagnosis by a psychologist, psychiatrist, or physician with appropriate training in neuropsychological disorders
    • Autism Spectrum Disorder (ASD): a medical form or letter from a qualified specialist or a psycho-educational assessment
    • Physical and medical disabilities, and mental health disorders: a medical form or letter from a qualified specialist indicating the student’s diagnosis, limitations, and recommendations for academic accommodations
    • Deaf or hard-of-hearing: an audiologist report
    • Blind or low vision: CNIB registration number