Documentation Guidelines

Our Commitment

Student Accessibility Services is dedicated to providing reasonable and appropriate accommodations for students with disabilities. Disability documentation confirms disability and the potential impact of the disability within a college environment and is required to develop and implement an accommodation plan. Student Accessibility Services of RRC Polytech agrees to keep all information you share in the strictest confidence. Under the Freedom of Information and Protection of Privacy Act (FIPPA) we are unable to disclose any information without signed consent. Students are not required to share medical information with instructors in order to access accommodations.

The following guide will provide students with the information they need to gather disability documentation and register with Student Accessibility Services.

Note: Students may choose to have their physician or RHCP complete the Medical Documentation Form.

Obtaining Documentation

Students with permanent or temporary disabilities who require academic accommodations are encouraged to register with Student Accessibility Services located in D102 at the Notre Dame Campus or P210 at the Exchange District Campus. Students can also register by completing this online form.

Documentation confirming disability and outlining the symptoms/functional implications of the disability is required; however, interim accommodations may be possible for a limited time pending receipt of appropriate documentation. All documentation is kept confidential in the office of Student Accessibility Services.

When gathering disability documentation, it is important to understand that the most current documentation available is the most helpful when discussing your eligibility for accommodations. Generally speaking, documentation should be no more than 5 years old.

To obtain the most recent disability documentation available, you may wish to contact:

Your family doctor, medical specialist, psychiatrist, psychologist/psychological associate, ophthalmologist, audiologist or other Registered Health Care Professional (RHCP)
The high school or school board where you last attended
Your disability service provider if you are sponsored through an external referral/sponsoring source such as Employability Assistance for Persons with Disabilities (EAPD).

Acquired Brain Injury (ABI)

A comprehensive report from a physician, neurologist, or neuropsychologist that includes:

Diagnosis (voluntary)
Potential impact of medications on academic functioning
Potential impact of disability within a college setting
A copy of your most recent neuropsychological assessment, if applicable
Recommended accommodations and support

Attention Deficit/Hyperactivity Disorder (ADHD)

A copy of your latest comprehensive psychoeducational assessment, including test scores (i.e., standard scores, percentiles) completed by a registered psychologist or psychological associate. An assessment completed within the last 5 years, or at the age of 18 years or older, which is most relevant for an adult student.

Student Accessibility Services will work with students to update their psychoeducational assessment if needed.

A letter and/or formal assessment/treatment report from a physician, psychiatrist, neuropsychologist, psychologist or psychological associate that includes:

Description of current level of functioning
Relevant personal and academic histories
Description of the nature of current symptoms and their potential impact within a college setting
Potential impact of medications on academic functioning
Recommended accommodations and supports, specifically in the post-secondary learning environment whenever possible

Autism Spectrum Disorder (ASD)

A copy of your psychoeducational assessment, completed by a registered psychologist or psychological associate, with a DSM-5 diagnosis of ASD. An assessment completed within the last five years, or at the age of 18 years or older is preferred, as it is more relevant for an adult student. The assessment report should also include potential impact of the functional limitations within a college setting, especially in the areas of communication and social skills, as well as recommended accommodations.

If documentation dates to childhood, you may be asked to have your physician or RHCP complete the Medical Documentation Form to identify the current functional implications of your condition.

Blind and Low Vision Disability

A letter from a physician, or RHCP that includes:

Diagnosis (voluntary)
Potential impact of disability within a college environment
Recommended accommodations and support including any assistive technology needs (i.e. JAWS, ZoomText, Kurzweil 1000, etc.)

Deaf and Hard of Hearing

A letter from a physician, or copy of the most recent Audiology Report that includes:

Diagnosis
Potential impact of disability within a college setting
Recommended accommodation and support including appropriate technical support (e.g. hearing aids, FM system)

Medical Disability

A letter from a physician or RHCP which includes:

Diagnosis (voluntary)
Potential impact of disability within a college setting
Recommended accommodation and support

Mental Health Disability

Documentation from a Physician, Psychiatrist, Psychologist or Psychological Associate that includes a:

Diagnosis (voluntary)
Description of the potential impacts of the disability within a college setting
Potential impact of medications on academic functioning
Recommended accommodations and support

Physical/Mobility Disability

A letter from a physician or RHCP that includes:

Diagnosis (voluntary)
Description of strengths and limitations
Potential impact of disability within a college setting
Any use of assistive devices
Specialized equipment
Environmental adaptations required
Potential impact of disability within a college setting
Recommended accommodations and support

Specific Learning Disorder/Learning Disability (Diagnosed)

A copy of your latest comprehensive psychoeducational assessment, completed by a registered psychologist or psychological associate, which includes a DSM-5 diagnosis of Specific Learning Disorder (also known as a learning disability). An assessment completed within the last 5 years, or at the age of 18 years or older, which is most relevant for an adult student.

The psychoeducational assessment report should include a summary of background information, test scores (i.e., standard scores, percentiles; grade equivalents are not acceptable), and recommendations for accommodations and support, specifically in the post-secondary learning environment whenever possible.
Student Accessibility Services will work with students to update their psychoeducational assessment as required.

Specific Learning Disorder/Learning Disability (Undiagnosed)

Elementary or Secondary School “Identification” through IEP or IPRC process, but no formal diagnosis of Learning Disability.

Most recent documents from school: Individual Educational Plan (IEP) and/or Identification, Placement and Review Committee (IPRC).

Note: An IEP document alone is not sufficient. If documentation is an IEP, Student Accessibility Services will provide interim or temporary accommodations while an updated psychoeducational assessment is obtained.

Options for funding a psychoeducational assessment include:

Apply for a Manitoba Student Loan. If you are eligible for MSL, the Canada Student Grant for Persons with Disabilities will reimburse you for up to 75% of the assessment cost if you are diagnosed with a Specific Learning Disorder.
Contact any insurance plan under which you are covered to determine if psychological services are an eligible expense.
Pay for the assessment using your own funds.

Intellectual Disability

A psychoeducational or cognitive assessment, completed by a registered psychologist or psychological associate, which includes a DSM-5 diagnosis. An assessment completed within the last 5 years, or at the age of 18 years or older, which is most relevant for an adult student.

Temporary Condition

A letter from the student’s physician or RHCP which includes:

Diagnosis (voluntary) or Nature of illness
If the condition is temporary or chronic
Potential impact of the condition within a college setting
Potential impact of medications on academic functioning
Recommended accommodations and support

Note: The student is responsible for paying any doctor’s fees related to the completion of the Medical Documentation Form or provision of any other reports or documents. In some cases, in order to assess and adjust required accommodations, or as required by specific program licensing boards, new or returning students may be required to provide updated documentation (within the last six months).