Faculty Handbook
University of Waterloo
AccessAbility Services
Contents
AccessAbility Services ................................................................................ 4
Policy .......................................................................................................... 4
Disclosure of Disability ................................................................................ 4
Exam Writing at AccessAbility Services ...................................................... 5
Exam Process .............................................................................................................. 5
Delivery of Exams ........................................................................................................ 5
Alternate Format Exams .............................................................................................. 5
Invigilation and Academic Misconduct ......................................................................... 6
Accommodation for On-Line Quizzes .......................................................................... 6
In-class Accommodations ............................................................................................ 6
Teaching/Customer Service for Students with Disabilities .......................... 6
Hearing Loss – Deaf, Deafened, Hard-of-hearing ........................................................ 6
Recommended Strategies ........................................................................................ 7
Tips to help the student who lip reads ...................................................................... 7
Communication ......................................................................................................... 7
Accommodations ...................................................................................................... 8
Vision Loss................................................................................................................... 8
Recommended Strategies ........................................................................................ 8
Accommodations ...................................................................................................... 9
Communication ......................................................................................................... 9
Physical & Mobility Disabilities ..................................................................................... 9
Recommended Strategies ...................................................................................... 10
Communication ....................................................................................................... 10
Accommodations .................................................................................................... 10
Learning Disabilities ................................................................................................... 11
Recommended Strategies ...................................................................................... 11
Accommodations .................................................................................................... 12
Attention Deficit Hyperactive Disorder (ADHD) .......................................................... 12
Recommended Strategies ...................................................................................... 13
2
Accommodations .................................................................................................... 13
Traumatic Brain Injury (TBI) ....................................................................................... 13
Recommended Strategies ...................................................................................... 14
Accommodations .................................................................................................... 15
Psychological/Psychiatric Disabilities ......................................................................... 15
Recommended Strategies ...................................................................................... 16
Accommodations .................................................................................................... 16
Systemic Disabilities .................................................................................................. 17
Recommended Strategies ...................................................................................... 17
Communication ....................................................................................................... 18
Accommodations .................................................................................................... 18
Pervasive Development Disabilities (PDDs) .............................................................. 18
Recommended Strategies ...................................................................................... 18
Language and Social Communication .................................................................... 19
Accommodations .................................................................................................... 19
Multiple Disabilities .................................................................................................... 19
Recommended Strategies ...................................................................................... 20
Communication ....................................................................................................... 20
Temporary Disabilities ............................................................................................... 20
Frequently Asked Questions ..................................................................... 20
3
AccessAbility Services
The University of Waterloo has a long standing commitment to support the participation
and access to university programs, services, and facilities by persons with disabilities.
This handbook was developed to provide information relevant to your role at the
University of Waterloo.
Policy
Our guiding framework is a blend of Provincial legislative acts and codes.
OHRC - Ontario Human Rights Commission
AODA - Accessibility for Ontarians with Disabilities Act
University of Waterloo Policy – Policy 33
Charter of Rights & Freedom
We have a duty to identify, remove and prevent barriers to full participation in the
academic setting and to accommodate students in a reasonable fashion without undue
hardship. Our practices must be non-discriminatory.
Disclosure of Disability
All students who register with AccessAbility Services must provide recent
documentation from a certified, licensed practitioner whose training is commonly
accepted for establishing a specific diagnosis.
Acquired Brain Injury: Medical letter or Neuropsychological assessment
Attention Deficit Hyperactivity Disorder: Copy of psycho-educational
assessment, and/or physician's note, and IPRC reports (when possible)
Blind/Visually Impaired: CNIB Registration Number and Ophthalmologist or
Optometrist report
Chronic Medical, Physical: Medical letter by Family Physician or specialist
Deaf/deaf/Deafened/Hard of Hearing: Audiologist report, Medical letter
Learning Disability: Copy of the most recent psycho-educational assessment
and IPRC reports
Physical Disabilities: Medical letter by Family Physician or specialist
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Psychological or Psychiatric Conditions: Medical letter by a Family
Physician, and/or an assessment by a Psychologist or Psychiatrist
Documentation is stored securely at AccessAbility Services and held in confidence.
Students may choose to disclose their disability to their professors and we encourage
our students to be self-advocates.
Exam Writing at AccessAbility Services
It is a student's right to request and receive alternative classroom and examination
procedures based on a documented disability. Individual accommodations, however,
should neither impose undue hardship nor jeopardize academic integrity. If you have
any questions about the reasonableness of a student's request for accommodation,
please do not hesitate to contact us at ext. 35082.
Exam Process
The student will approach you with a Summary of Accommodation Form for your
signature.
Students should write their exams at the same time as the class and any alternate time
arrangements must be approved by you, the professor.
Evening exams written with us begin at 6:00 p.m. to allow for the accommodation of
extended time.
When possible, we ask that you or a TA for the course contact or visit our department
while the exam is being written in the event that the student has questions regarding the
exam.
Delivery of Exams
Exams may be dropped off at the AccessAbility Services office, 1401 Needles Hall, or
e-mailed to our department. The exams are stored securely until the time of writing. If
alternate format is required we will request the exam 5 days in advance.
The exam will be returned to your Department Office, as indicated on WATIAM, the
following business day by our exam delivery service. However, if you wish to have the
exam earlier, you may pick it up at the AccessAbility Services office between the hours
of 8:30AM and 4:30PM Monday to Friday.
Alternate Format Exams
In order to create alternate format of exams, we require an electronic copy a minimum
of 5 days in advance. Alternate format includes Braille, enlarged copy, audio, and
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creation of KES files. Please provide MS Word format where possible. Exams created
in Latex can be adapted but require additional time.
Invigilation and Academic Misconduct
AccessAbility Services abides by final examination policies and procedures as governed
by the Senate of the University of Waterloo.
Prior to writing exams with our department, students are responsible for reviewing the
Student Exam Handbook which clearly outlines policy and procedures. Students are
monitored by our team of proctors.
In the event that academic misconduct is suspected, the proctor will confiscate all of the
evidence available and inform the course instructor, the director of AccessAbility
Services, the student’s advisor and the exam coordinator. The questionable material
will be returned along with the exam and a written report describing the incident.
Accommodation for On-Line Quizzes
Students should receive the same accommodations for on-line quizzes and exams as
for on-campus exams. Please adjust settings within the on-line course environment to
accommodate for additional time.
In-class Accommodations
The student will present to you the Summary of Accommodations Form which will
include any required in-class accommodations. Possible classroom accommodations
may include request for a volunteer note taker, access to materials unavailable on-line
for alternate format, and use of technology including laptop, portable CCTV or FM
System.
Teaching/Customer Service for Students with Disabilities
The following information has been crafted specifically for instructing students with
disabilities.
Hearing Loss – Deaf, Deafened, Hard-of-hearing
The spectrum of hearing loss ranges from severe generally referred to as deaf, to
a moderate hearing loss, which is referred to as hard of hearing or hearing
impaired.
A student who is deaf will require a non-verbal means of communication,
facilitated by reading lips or by interpreting sign language. In some cases a
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student's speech will be difficult to understand. The student who is hard of
hearing may have sound augmented by hearing aids and other devices, and in
most cases speech is unaffected.
Recommended Strategies
It is important that the student communicate to the professor how his/her hearing
loss will affect classroom and group participation. It is the student's responsibility
to ensure that lecture information is being obtained through an appropriate
method. AccessAbility Services will assist both the student and the professor with
information and resources.
In class

Use of an FM system which will require a professor to wear a small
microphone for an FM transmitter

Utilize the services of a Sign Language Interpreter

Use an electronic note taking system i.e.: CART Communication Access
Realtime Translation

Notes from a volunteer note taker, or in some cases a paid note taker
arranged through our department

Photocopying made available through our department for lecture notes

If a film is used as part of your lecture presentation, the student may discuss
with you arrangements for how he/she will receive the audio portion

Reserved seating so a student who reads lips will be seated with a clear view
of the instructor
Tips to help the student who lip reads

Check to see that you are standing in an area of good lighting.

Do not obscure your face with your hands or other objects and speak directly
to the class or person when possible.

Do not pace or step from side to side while speaking.

Do not exaggerate the speed or enunciation of your speech.

Repeat and then paraphrase if the student does not understand.

Repeat questions and/or comments made by other students.
Communication
Students with a hearing loss are adept at communicating through various means,
and appreciate a hearing person's patience and perseverance when verbal
communication is difficult. If a student's speech is difficult to understand, a
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request for a written format is acceptable. When a student uses an interpreter,
address any questions, comments or instructions directly with the student.
Accommodations
Class:

FM system

Sign Language Interpreter

Note taker – possibly an electronic note taking system

Reserved seating

Captioning or descriptive video
Exams:

Instructions regarding examinations should be given to the student in written
form to avoid misunderstanding.

Additional time may be appropriate.
Vision Loss
The types and extent of visual disabilities vary considerably. One student may
need only to sit near the front of the classroom to see you better; another student
may depend entirely on braille or a digital recorder to gather information.
Because of the nature of some visual disabilities, not all individuals make use of
a white cane, wear glasses, or are accompanied by a guide dog. Some students
will have lived with the disability all their lives can be very independent, while
others will have developed the disability later in life and are still adjusting to the
changes.
Recommended Strategies
It is important that the student contact you to discuss the impact the disability will
affect classroom and group participation. It is the student's responsibility to
ensure that lecture information is being obtained through an appropriate method.
AccessAbility Services will assist both the student and the professor with
information and resources.
You assist these students by providing them with the syllabus and reading lists
as early as possible. This enables us to source and in some cases produce
alternate format for the textbooks and course notes including enlarged copy,
Braille, and audio files. As this is a slow process, it is important that we begin
early so that the materials are provided in a timely manner.
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Accommodations
Class:

Class assignments and instructions outlined orally

Overheads and handouts provided in advance for creation of alternate format

Notes from a volunteer note taker, or in some cases a paid note taker
arranged through AccessAbility Services

An emergency evacuation plan in place

Reserved seating as required

Use of adaptive equipment such as a portable CCTV and laptop
Exams:

Computer

Screen reading software

Screen magnification software

CCTV

Scribe

Additional time
If a student asks for mobility assistance when walking with you, simply offer your
elbow and he or she will follow your lead. As you are walking, mention any
obstacles you are approaching. For instance, if you are heading toward a set of
stairs, tell the student whether you will be going up or down.
Communication

It is useful to relay your name, telephone number, and office location to the
student orally before or on the first day of class.

Body language and facial expressions are often difficult, if not impossible, for
people with visual disabilities to detect. It is helpful, therefore, to reinforce
key points orally in your conversations with the student.

Provide oral explanations of any graphical information you present in class,
or arrange for the student to receive copies of the material in advance.
Physical & Mobility Disabilities
Mobility or physical impairments may range from the loss of fine motor coordination (i.e., in one's hands, to partial or total paralysis). Students with spinal
cord injuries (paraplegia or quadriplegia), or other conditions such as Cerebral
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Palsy or Multiple Sclerosis, may require the use of a cane, leg braces, walker or
wheelchair.
The physical accessibility of the campus and its buildings are upgraded on a
continual basis. However, there are some classrooms which are inaccessible for
a student who is unable to use stairs and you may be requested to change your
scheduled classroom. This office will endeavor to avoid this situation but in some
cases it will be necessary.
Many students with physical disabilities contend with issues outside the
classroom which may affect punctuality and/or classroom attendance. Attendant
care for their daily living needs, arrangements for transportation to and from
class, medical care, etc., are all very time-consuming, and the reliance on other
people for these services can cause timing constrictions beyond the student's
control. Flexibility and understanding on the part of instructors regarding these
issues will reduce some of the stress caused by scheduling difficulties.
Recommended Strategies
Students who have a physical disability become adept at maneuvering around
campus and its buildings, and are generally aware of the accommodations they
may require to function competitively within the classroom environment. After
contact with AccessAbility Services, they are encouraged to get in touch with
their professors to arrange mutually agreed upon accommodations.
Communication
Most students who have physical disabilities are able to clearly articulate their
questions and answers within the classroom; however, some students may use
assistive devices. For example, if they are unable to raise their hand in class they
might ask another student or an attendant to do so, or they may use a small
computer to aid communication. When responding to questions or comments
relayed in such a way, address the individual directly.
Accommodations
Most students with physical disabilities require minimal accommodations but
some considerations may include:
Class:

Reduced course load

Volunteer or paid note takers

Taped lectures

Attendant assistance for class or research
Exams:
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
Alternate exam format (i.e., oral, taped, etc.)

Voice to text software

Additional time

Scribe
Learning Disabilities
A learning disability:

is neurologically based – reflects a neurological disorder in some aspect(s)
of the reception, storage and production of information

is characterized by a specific deficit in one or more areas of academic
functioning resulting in a discrepancy between their potential and their
achievement

occurs in individuals with average to above average intelligence

is a life-long condition

can be managed with the appropriate support and use of assistive
technology
Recommended Strategies
Many students with learning disabilities have difficulty processing information in an
efficient way (i.e., they take longer to process what they hear or read). This
difficulty is compounded when the information to be processed is unfamiliar, very
complex, confusing or disorganized.
Instructional strategies such as:

posting power point slides in advance of class

demonstrating the use of advance organizers (providing students with a
structure or frame with which to organize the information in a lecture)

repeating and emphasizing the main ideas and concepts

summarizing the main points

allowing time for clarification of directions and/or essential information

an opportunity to discuss and review course material with their professors
and teaching assistants

the provision of study guides and/or review sheets for exams

giving clear expectations regarding assignments

providing explicit feedback regarding their performance
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Accommodations
The type of accommodation a student with a learning disability may request
depends on the nature of their disability.
Class:

Record lectures

Volunteer note taker

Reduced course load
Exams:

Alternative test format

Extended time

Computer with spell and grammar check

Assistive software – Kurzweil 3000, Dragon NaturallySpeaking

Quiet, distraction free environment
Attention Deficit Hyperactive Disorder (ADHD)
There are two major characteristics of attention deficit disorder: inattention and
impulsivity. Since inattention and impulsivity can manifest in a variety of ways,
two students with ADHD may share the same diagnosis but have different areas
of difficulty. For instance, some students with ADHD may have difficulty
sustaining attention for long periods of time (e.g., listening to lectures, whereas
other students with ADHD may be easily distracted and find it difficult to direct or
focus their attention). Impulsivity can affect a student's ability to self-monitor or
check his or her work (e.g., making 'careless' errors on exams), or it can have an
impact on his or her ability to manage his or her time effectively (e.g., showing up
for an appointment at the wrong time).
Some, but not all, students with ADHD may:

be hyperactive, restless, fidgety, nervous, find it difficult to relax.

have difficulties with written work

need to use a computer to compensate for weak handwriting skills

also have a learning disability
Medication, such as Ritalin, Adderall, and Concerta, can be used by students
with ADHD to help improve attention and reduce hyperactivity.
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Recommended Strategies
Students with ADHD are concerned that some of their difficulties (e.g.,
inconsistent test performance, making careless errors on tests, sloppy
handwriting, may be construed as a lack of interest or motivation in a course).
Potential misunderstandings can be avoided if a professor is open to discussing
the impact of a student's disability on academic performance. Students with
ADHD can benefit from an opportunity to meet with professors to review course
material or instructions for completing assignments and tests. Reviewing tests
can help students with ADHD assess their strengths and weaknesses in a
particular course.

In the syllabus as well as in class, clearly define the requirements of the
course including the due dates for assignments and dates of
exams. Announce/post notice of date changes well in advance.

Present lecture information in both visual and auditory format making use
of a variety of tools including the chalk/white board, overheads,
PowerPoint slides, handouts, video etc.

Summarize periodically.

As it is difficult for students with ADHD to stay focused/on task for
extended periods of time, build a short break into the lecture.
Accommodations
Class:

clear instructions on assignments, labs, and tests

instructions provided orally and in written format

volunteer note taker

record lectures
Exams:

additional time

quiet room relatively free of distractions

computer
Traumatic Brain Injury (TBI)
Traumatic brain injuries are the result of an accident or injury (e.g., car accident).
Students with TBI can experience a wide variety of impairments from physical
and mobility problems to visual-perceptual, memory, language, reasoning,
planning, organizational, attentional, and emotional difficulties.
13
Although the nature and extent of impairment varies as a function of the location
and severity of the head injury, there are some consequences of TBI which are
shared by many students:
 attending
to relevant information
 concentrating
 remembering
information
but do not affect their ability to understand and appreciate complex concepts,
formulae or theories.
As a result they often need to take more time and effort than their non-disabled
peers to acquire and retain new information. They may also experience planning
and organizational difficulties which can affect their ability to manage their time
effectively.
Recommended Strategies
Some students with TBI may take longer to acquire new information, particularly
if it is unfamiliar and presented quickly. Taking time to review course material can
be very helpful for these students. Students with TBI can often benefit from
strategy instruction (e.g., modeling how to solve a problem, when to use a
particular strategy, etc.).
Many of the strategies recommended for students with learning disabilities can
also be effective for students with TBI.
Instructional strategies such as:

posting power point slides in advance of class

demonstrating the use of advance organizers (providing students with a
structure or frame with which to organize the information in a lecture)

repeating and emphasizing the main ideas and concepts

summarizing the main points

allowing time for clarification of directions and/or essential information

an opportunity to discuss and review course material with their professors
and teaching assistants

the provision of study guides and/or review sheets for exams

giving clear expectations regarding assignments

providing explicit feedback regarding their performance
14
Accommodations
The following accommodations allow students with TBI to compensate for
attention and concentration difficulties.
Class:

reduced course load

volunteer note taker

record lectures

provide extensions on assignments as required

allow time for clarification of directions and essential information

provide study guides and/or review sheets for exams
Exams:

extended time

computer with spell and grammar check

assistive software – Kurzweil 3000, Dragon NaturallySpeaking

quiet, distraction free environment

take short breaks during exams
Psychological/Psychiatric Disabilities
Within this category of disability are students who experience significant
disruption in academic functioning due to psychological, psychiatric, emotional,
or social factors. These include:

anxiety

depression

bi-polar (manic depression) affective disorders

seasonal affective disorders

eating disorders

suicidal tendencies

dissociative identity (multiple personality) disorder

alcohol and drug dependency

stress disorders
15

personality disorders

neurotic and psychotic (schizophrenia) disorders
Included within these categories are behaviours such as obsessive-compulsive,
immature, aggressive, manipulative, antisocial, and panic attacks.
These difficulties may be chronic and/or acute, and students may be receiving
either counselling/therapy support or management by medication.
Psychological difficulties are usually seen in the form of anxiety and depression.
These will often manifest themselves as exam anxiety and tardiness in
completion of assignments. Levels of anxiety can be more severe than those
exhibited by other students.
Psychological/psychiatric disabilities may be the primary and sole area of
difficulty for a student. In some cases, however, they may be in addition to or the
consequence of another disability (e.g., a learning disability, head injury, mobility
disability).
Recommended Strategies
In cases where a student is experiencing significant psychological and/or
psychiatric difficulty (affecting school work), it is the responsibility of the student
to inform the course instructor. The student should do so at the beginning of term
and discuss what ramifications, if any, his/her disability may have on class or
group participation, attendance at classes, and assignment completion.
Accommodations
Class:

extended time for assignments

written assignments in lieu of oral presentations or vice versa

volunteer note taker

preferential seating, especially near the door to allow leaving class for
breaks

record lectures
Exams:

extended time

write examinations in a distraction-free environment

use of adaptive software
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Systemic Disabilities
There are many health-related disabilities which are not readily recognizable but
may nevertheless cause difficulties for a student and interfere with the learning
process.
These include such conditions as:

Acquired Immune Deficiency Syndrome (AIDS)

Asthma

Cancer

Chronic pain (fibromyalgia, arthritis, back injuries, etc.)

Chronic Fatigue Syndrome

Diabetes

Environmental allergies

Epilepsy

Lupus

Recovering alcoholism/drug addiction
There is a wide variance in the way in which any of the above conditions might
affect a student in an academic setting. Many of these conditions require a
moderate to high level of drug therapy to control or alleviate symptoms, and it is
often the side effects of medication which can cause difficulties for the student.
Common side effects can include fatigue, hyperactivity, nausea and difficulty with
prolonged concentration.
Recommended Strategies
Students with systemic disabilities are often reluctant to divulge information
regarding their condition. If you are uncertain about how to assist a student, ask
him or her as privately as possible without drawing attention to the student or the
disability.

Create a climate in which students feel comfortable about disclosing and
discussing any hidden disability or medical condition, and letting you know
what accommodations they may require.

Respect the student’s right to confidentiality.

Allow for extended deadlines to allow for periods of fatigue as many
conditions affect stamina.

Use of the on-line course environment will be helpful for students who may
need to be absent occasionally to access lecture information.
17
Communication
In order that both student and professor feel comfortable expressing needs or
concerns, showing respect for the student's confidentiality and a straight forward
approach is most effective. Please do not hesitate to contact AccessAbility
Services if there are concerns regarding the student's requests and how they
might be met.
Accommodations
Class:

Allow for late arrival

Preferential seating

Extensions on assignments

Volunteer note taker
Exams:

Extended time

Use of adaptive software

Computer

Deferred exams
Pervasive Development Disabilities (PDDs)
PDDs are a group of neurological disorders that affect individuals in areas
including sensation; social perception; language and communication; and change
of focus (perseveration).
PDD is often associated with other medical conditions, including epilepsy,
allergies, and chromosomal abnormalities. Students may also exhibit difficulty in
tuning out distracting stimuli such as intense lighting, sounds from a hallway, or
unpleasant odors.
Recommended Strategies
It is important for students to speak with their professors and explain how their
difficulties may affect classroom participation. It is especially difficult for students
with PDD to engage in group assignments and it may be helpful to provide an
alternative assignment or to assign groupings. In addition, it may be helpful for
students to see the classroom setting before the term starts, and to pick out a
seating location in which he/she will feel most comfortable.
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Language and Social Communication
Students with PDD have language and communication disorders. He/she may
have difficulty understanding the pragmatic and nonverbal aspects of language,
and may miss subtle, nonverbal information that is being conveyed. When
communicating with the student, it helps to state all information clearly. It may
help to provide information visually as well as orally. The student may have
difficulties with speech and may, at times, make use of alternative methods of
communication such as sign language, or computerized communication devices.
The student should inform the professor regarding specific communication
difficulties, and in what ways assistance can be provided.
Accommodations
Class:

Volunteer note taker

Prescribed seating

Record lectures

Photocopies of overheads

Computer

A reminder, every so often of the major topic

Written or auditory transliteration of subtle/facial communications or of
metaphoric language

Earplugs and/or dark glasses
Exams:

Extra time

Quiet, distraction free area to write

Computer

Reader

Scribe
Multiple Disabilities
There are numerous categories of disabilities and, as stated previously, many
disabilities are "invisible". As well, it is not uncommon for a student to have more
than one type of disability (e.g., a student in a wheelchair may also be hard of
hearing, and although the mobility disability is obvious, the hearing impairment
may not be).
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A student who is still in the process of accepting and adjusting to a disabling
injury such as a spinal cord injury may have difficulty in identifying or accepting
needed accommodations. In addition, his/her emotional state could greatly affect
school work.
Recommended Strategies
As with other disabilities, it is the student's responsibility to communicate to the
professor the type of accommodation(s) which will be required. AccessAbility
Services will provide assistance if you have questions or concerns.
Communication
An expressed willingness on your part to discuss any disability-related classroom
concern will assist the student in communicating his/her needs.
Temporary Disabilities
Students who have broken bones or are recovering from surgery, etc., may not
be aware of the services available to students with disabilities, and in fact may
not think of themselves as "disabled".
If they are encouraged by faculty to contact this office and be provided with
support services during their temporarily disabled state, it may enable them to
continue their courses instead of dropping out during the term.
Frequently Asked Questions
Am I required to accommodate a student's request?
It is a student's right to request and receive alternative classroom and
examination procedures on the basis of a documented disability. Individual
accommodations, however, should neither impose undue hardship nor
jeopardize academic integrity. If you have any questions about the
reasonableness of a student's request for accommodation, please do not hesitate
to contact AccessAbility Services at ext. 35082.
How are academic accommodations determined?
Students meet with an advisor at AccessAbility Services and provide
documentation of their disability. Based on this documentation they determine
accommodations which meet their education and disability-related needs.
Who do I contact if I have a question regarding a student’s accommodations?
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Contact the student's AccessAbility Services advisor. You will find this person’s
name on the Summary of Accommodation Form you received from the student.
If you do not have this information, contact our department at ext. 35082.
What happens when I am presented with a Summary of Accommodation Form?
We require your signature on the form to acknowledge that you are aware of the
student’s accommodation needs. If you have any additional questions, feel free
to contact us at ext. 35082.
How do I respond to a student who tries to provide me with their accommodation form at
the end of class within a crowd of other students?
Ask the student to meet with you in your office, during office hours or by
appointment.
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