Accessibility Services

Test/Examination & Classroom Accommodations (list not exhaustive):

• Test Clarification
  When students require a clarification accommodation, the instructor is expected to provide some additional explanation, either of the directions or the actual test items. Common examples of clarification include:

  • Explain the directions. Students are allowed to ask for clarification of the test directions or instructions. In some cases this may mean simplifying the language in the directions.
  • Answer questions without giving answers. During the test, students are permitted to ask questions. Instructors are allowed to respond as long as they do not answer the question for the student or provide information the test is measuring (e.g., showing the student the formula for completing a math problem).
  • Provide extra examples. Some tests will provide an example as part of the directions. This accommodation allows instructors to provide additional examples for students who require them.

  
  
• Alternate location or Small Group Setting for Exams
  Separate locations (for example, the disability resource room, a vacant classroom, or a conference room) are generally used for small-group or individual testing. The rooms should be quiet (e.g., no phones ringing, no or minimal external noise), well lit, and appropriately ventilated. Adequate working space should be available.
  
  
• Extended Time
  Some students may require extended time to complete an assessment or a portion of an assessment.The additional time may be required due to frequent breaks, or simply because the student needs more time to complete the test. Or, another accommodation may necessitate a time extension (e.g., generally a scribe takes longer to write). In all cases, this must be supported by the students' documentation and not determined at the time of the test.

  Some students may require only a brief extension to finish their work. In these cases, students generally keep working until finished. When students need extensive time to finish, the test may be scheduled over several sessions to avoid student fatigue.

  Students who require this accommodation may need to take the test in another room for the following reasons:

  • Providing the student with additional time may distract other students.
  • Students may become distracted by their classmates who are at different places in the assessment. For instance, directions given to other students may interfere with the student's concentration.
  • Some older students may be embarrassed about needing an accommodation and would prefer to keep it private.

  The standard amount of extended time usually permitted is time plus half. In some cases double time may be approved. Any exception to this will be determined on an individual basis.

  Extended time does not apply to out of class assignments/assessments but may be approved for completion of course labs. Students are advised to check with the Coordinator of Disability Service at the beginning of each term for approval (using the Test/Examination & Classroom Accommodation form) new link highlighted here
  
  
• Use of Calculators (Math Tools)
  Some students with disabilities may require mathematical tools, such as a multiplication matrix. Students with sequencing and laterality problems may benefit from number lines or place value charts.

  Various types of visual displays are available. These include arithmetic tables or matrices, an abacus or counting board, or simple number lines that can be taped to a student's desk.

  Calculators are another type of mathematical tool. Calculators are suggested when the test is measuring a higher order math procedure (e.g., problem solving) rather than a basic skill (e.g., computation).
  
  
• Alternate Format (E) Texts
  E-text is textual information available in an electronic format. This text can be read and interacted with on or by a computer. Given our ability to change or manipulate electronic information, e-text can be converted into several accessible formats to meet students' various needs.

  For students living with visual impairments or learning disabilities, printed formats can be inaccessible. Students who qualify with the Accessibility Services office on their campus can obtain electronic versions of their texts in alternate formats. Please see the Coordinator of Accessibility Services (CDS) on your campus for information on how to obtain your text books and other learning materials in alternate format.

  Please note that obtaining texts in alternate format can be a time consuming venture; to ensure you have the e-text in the format you require when your course /program begins you are advised to contact the CDS upon acceptance into your program/course.
  
  
• Assistive Technology
  Assistive Technology (AT) is a generic term that includes any piece of equipment that is used to increase efficiency, maintain function or improve the capabilities of individuals with disabilities. The selection of appropriate assistive technology is usually guided by your educational assessment. The most effective technology will allow you to compensate for any functional deficits.
  Some common examples of AT:

  • Text to Speech Software - verbalizes or "speaks" everything on a computer screen including alternate format textbooks, website text, etc... I.e.: JAWS
  • Voice Recognition Software - allows the user to voice computer commands and enter text using their voice rather that a mouse or a keyboard. I.e.: Dragon Naturally Speaking
  • Reading Pens - allows the user to hear words and definitions spoken aloud
  • Some other examples include: talking calculators, classroom amplifiers, closed circuit televisions, etc...

  It would be ideal if you fully understand how to operate the AT that you require prior to entering into the college environment. Facilitators are able to provide this training and in some campuses may offer training during the summer months. Please check with the campus nearest you to inquire
  
  
• Large print handouts/examinations
  
  
• CCTV (print magnifier)
  
  
• Escorted washroom breaks
  
  
• Wheelchair accessible desk/table
  
  
• Peer note taker
  
  
• Use of an FM system
  
  
• Use of a sign-language interpreter
  
  
• Use of colored paper
  
  

What is Assistive Technology

• Text to Speech Software - verbalizes or "speaks' everything on a computer screen including alternate format textbooks, website text, etc... I.e.: JAWS
• Voice Recognition Software - allows the user to voice computer commands and enter text using their voice rather that a mouse or a keyboard. I.e.: Dragon Naturally Speaking
• Reading Pens - allows the user to hear words and definitions spoken aloud
• Some other examples include: talking calculators, classroom amplifiers, closed circuit televisions, etc...

It would be ideal if you fully understand how to operate the AT that you require prior to entering into the college environment. Our Resource Facilitators are able to provide this training and in some campuses may offer training during the summer months. Please check with the campus nearest you to inquire.

• reasonable suspicion that a person will harm another person or himself/herself
• reasonable suspicion of abuse/neglect of a child/children or a vulnerable adult
• a court order

Counseling services are available at all campuses. If you experience personal difficulties while in college, visit a counsellor before the difficulty starts to affect your school work! If you have a mental health issue you may want to arrange regular meetings with a counsellor right from day one to ensure you get the support you need while on campus.

Students taking courses through the college's Online Learning campus can access the same supports and services as students taking on campus courses. When you identify as having a disability and provide documentation, the coordinator of Accessibility Services at a campus nearest you will meet with you to discuss your disability related needs. If you have not identified during the application process but you wish to access supports, you may wish to contact a Services Coordinator for further direction.

Learners who do not achieve a pass in all courses and a Grade Point Average (G.P.A.) of 2.0 or better may not be able to continue with their program. Please note that unlike the 50% designated as a pass in high school, the passing grade in some of the medical programs offered at CNA is 60% (i.e. Practical Nursing). In Primary Care medicine the passing grade is 80% and in Industrial Trades programs the passing grade is 70%.

Some campuses have Help Centers which are staffed with qualified faculty who can provide remedial support, especially in Mathematics and Communication Skills. You may wish to drop-in to the center on your campus or you may want to book an appointment, especially around midterm and final exam time.

As a student with a disability, you need to be well informed about your rights and responsibilities as well as the responsibilities postsecondary institutions have toward you. Being well informed will help ensure you have full opportunity to enjoy the benefits of the postsecondary education experience.

School districts and postsecondary institutions must comply with Human Rights legislation; however, the responsibilities of postsecondary institutions are significantly different from those of school districts. Moreover, you will have responsibilities as a postsecondary student that you do not have as a high school student.

College of the North Atlantic (CNA) will provide appropriate academic accommodation as necessary to ensure that it does not discriminate on the basis of disability. If you meet the essential requirements for admission, the college may not deny your admission simply because you have a disability.

If you want the college to provide an academic accommodation, you must identify yourself as having a disability. The appropriate academic accommodation must be determined based on your disability and individual needs.

In providing an academic accommodation, the college is not required to lower essential requirements. For example, although the college may be required to provide extended testing time, it is not required to change the substantive content of the test. In addition, it does not have to make modifications that would fundamentally alter the nature of a service, program or activity or would result in undue financial or administrative burdens. Finally, the college does not have to provide personal attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature, such as tutoring and typing.

You must inform the college that you have a disability if you wish to request an academic accommodation. Unlike your high school, postsecondary institutions are not required to identify you as having a disability. You may be required to follow reasonable procedures to request an academic accommodation. You are responsible for knowing and following these procedures.

The Peer Tutoring Program is a free service offered to college students. The program is designed to provide remedial assistance to students who, after a concentrated effort, are still experiencing difficulty in a particular subject area. Such students may be paired with a student who has been approved to tutor in the same subject area. In some instances, instructors will identify students who would benefit from peer tutoring. Although bringing two students together in a tutoring match-up does not guarantee success, the process has proven to be effective. If you wish to inquire about peer tutoring, see the Student Development Officer or Guidance Counselor at your campus.

The term mental health refers to a varying range of mental and emotional conditions. Individuals with mental health conditions may have concerns that interfere with the performance of major life activities such as thinking, communicating, learning and socializing. They may require ongoing support from their community counselor and/or doctor and/or psychiatrist. They should plan their transition to college with their community support(s) before arriving on campus to allow for ongoing and uninterrupted supports while attending. Students with mental health conditions may qualify for academic accommodations while attending college. Some of these accommodations may include, but are not limited to, a reduced course load (given that the symptoms are often exacerbated by stress), recording lectures, photocopying notes/having a note-taker, quiet testing space and extra time to complete exams. The Canadian Mental Health Association may provide you with additional information you may need to assist you with your preparation for college entry.

An accommodation is assistance that mitigates the effect of a disability on learning and is designed to afford the student an equal opportunity to learn and demonstrate acquisition of knowledge and skills in the college environment. Accommodations do not lower academic standards by diluting curriculum or credentials, or detracting from the responsibility of the student to meet the required curriculum/program outcomes.

Accommodations may be made by providing alternative ways to meet curriculum requirements or by adapting instructional strategies and /or assessment (for example, note takers, alternate format exams, recording class lectures, adaptive technology, etc). Please see Accommodations list for other examples.

All reasonable accommodations provided by the college are based on documented disability related needs; will not compromise essential program requirements; will not pose a public safety concern and will not impose undue hardship on the college.

When you register for your program, you will meet with the Coordinator of Accessibility Services or a Resource facilitator to fill out an Accommodations Check List.

The College has implemented an exam rewrite policy policy for the Industrial Trades programs. Learners may be eligible for a maximum of two rewrites per semester in the fall and winter semesters and one in Intercession. Certain conditions will apply to be eligible for these rewrites which include 90% attendance and a minimum of 60% in the original exam (70% is the pass mark for Industrial Trades courses). Learners are strongly encouraged to be fully prepared for all exams and other assessment/evaluation pieces. Some courses are prerequisites for others (must successfully complete one course before another can be started). Please note that if a rewrite is not permitted this may have a negative impact on the learner being able to continue on in the program. If a student does not meet the criteria for a rewrite they will have to follow the College process on Academic Advising.

In post-secondary education, all students are considered adults, and as such students must assume primary responsibility for their education.  For students with disabilities, self-advocacy is an essential skill for success.  Self-advocacy means being able to speak up for yourself, make important decisions about your life, take responsibility for these decisions, and take the initiative to seek help and information as needed along the way. 

• Know yourself.  Understand your disability, strengths and needs.  Make sure that you have a clear understanding of your disability documentation, your accommodation needs, your learning style, your goals, etc.
• Know your rights and responsibilities.  Be sure to read your Student Handbook.
• Be able to communicate this information effectively.
• Be able to negotiate and compromise.

If you want to become a more effective self advocate, practice this skill whenever possible.  High school students who need help with this could ask their guidance counselor and/or their teachers.  College students could ask the coordinator of Accessibility Services.  Additional information about your disability, human and student rights, and student responsibilities may be obtained from a college counselor, faculty advisor, instructor, doctor or an advocacy organization, as appropriate.

• Crouse, Scott L.  (1996). Becoming an Effective Self-Advocate.  LD Self-Advocacy Manual: Uncovering the Mystery of your Learning Disability – Discovery, Self-awareness, Self-advocacy, Chapter 10.  Available from LdPride.net Website
• Self-Advocacy. Wrightslaw Website