Policies and Procedures Manual

Preamble

Students with special needs who meet entrance criteria are encouraged to consider a university education. By working to create an accessible learning environment, the administrators, faculty and staff of the University of Regina endeavor to provide programs and services that will: (i) enable students with special needs to approach their studies more effectively, (ii) enhance understanding of special needs within the University community, and (iii) promote collaboration within the University community and within the community-at-large to provide assistance for students with special needs.

Definitions

The definition of disability developed by the Saskatchewan Human Rights Commission was adopted for use in this Policy (see Appendix A). Throughout this policy the term "special needs" will be used in place of the term "disability". An accommodation is a modification of an instructor’s normal procedure for teaching and students in given course. The intent of the accommodation is to allow students with special needs to be evaluated fairly without compromising academic standards.

Policy

The University of Regina strives to provide a fair and supportive learning environment for academically qualified students with special needs. To this end, the University seeks ways to develop and provide services which support the endeavors of students with special needs.

Principles and Commitments

In striving to create a fair and supportive learning environment, the University is committed to:

• developing equitable access to services, programs, and activities at the University for all students who meet the University's entrance requirements.
• the maintenance of academic standards and meaningful academic programs.
• shared responsibility among administration, faculty and students to facilitate a fair and supportive learning environment and to determine appropriate adjustments to academic procedures.
• a coordinated and systematic approach to implementing, monitoring, and reviewing this policy.
• encouraging students with special needs to participate as independent members of the University community and to develop self-advocacy skills.

Guidelines

1. All members of the University community are expected to promote an equitable learning environment for students with disabilities. Notwithstanding this provision, the student retains responsibility for mastering the content of her or his courses. Students are also expected to take responsibility for moving toward greater independence, and to fully participate in decisions regarding their participation at University.
2. Instructors, the Faculties, and the University are expected to be flexible in planning and presenting courses and services to address the needs of students with special needs. Through a consultative process with the student and with the support of the instructor's Faculty and the Coordinator of Special Needs, instructors will determine the most appropriate manner to provide accommodations in their courses.
3. Instructors are expected to recognize and implement mutually agreed upon modifications of instructional and evaluation practices that may be necessary to assist students with special needs.
4. Faculty should be aware that there are many adaptations which involve little change or effort but which make a significant difference for students with special needs. Faculty are expected to make such adaptations on request of students in their courses. (See Appendix B for a listing of possible accommodations classified as mild, moderate or major. Note that this list is not presumed to be exhaustive).
5. Adaptations which require major changes, either in terms of significant modifications to normal teaching/evaluation processes or in terms of cost, may require more formal procedures, including written requests and appropriate documentation.
6. Students identifying themselves to the University as having special needs and requiring major adaptations related to their disabilities may be required to present documentation prepared by professionals qualified to assess the specific disability. The documentation should clarify the nature of the disability and indicate the strengths and weaknesses of the individual. The information should be presented in a form which clearly identifies those modifications to teaching and evaluation procedures that would assist the student in her or his efforts to learn and demonstrate mastery of the course content.

Procedures

While students and faculty are expected to follow the procedures listed below, it is understood that allowances will be made for extenuating circumstances. In situations where there are no extenuating circumstances and the student has not followed these procedures, the policy will not apply.

STUDENTS

1. Through the University of Regina Application for Admission Form, prospective students with special needs will be informed that they should inquire at the Office of the Coordinator of Special Needs Services as to whether or not desired assistance is available. It is recommended that this be done before the application for admission form is submitted by the student.
2. After being notified of acceptance to the University, students with special needs who require accommodations are expected to contact the Coordinator of Special Needs Services to provide information and/or documentation and to identify adaptations to teaching/evaluation procedures that may be needed. While the University will attempt to provide accommodations that are requested in a timely fashion, there may be requests that the University is unable to meet.
3. Students who request major accommodations to teaching and/or evaluation procedures (see Appendix B for examples) shall normally advise their Faculty and the Coordinator of Special Needs Services at least two months before the beginning of their studies in each term. (Some accommodations, such as having a text transcribed into Braille, may require greater advance notice.)
4. In preparation for each semester, students are expected to inform instructors of requested accommodations either prior to or during the first week of each semester. It is recommended that students submit their requests in writing.
5. Any appropriate documentation supplied by the student regarding his or her special needs will be kept on file by the Coordinator of Special Needs Services along with a release of information form signed by the student. The Coordinator of Special Needs Services will provide a form for the student which may be used to inform instructors of the student’s special needs, of requested accommodations, and of the availability of supporting documentation through the Office of the Coordinator of Special Needs Services.
6. If a student encounters difficulties in obtaining course accommodations after consulting with the instructor, he or she should request a meeting with the Department Head and course instructor to discuss alternatives. If no satisfactory arrangement results from this meeting, the student is advised to send a written description of his or her concern to the Dean of the instructor's Faculty. The Coordinator of Special Needs Services can assist with either appeal process.

UNIVERSITY ADMINISTRATION AND FACULTY

1. At the beginning of each semester, faculty are expected to ask students with special needs to present themselves to the instructor to discuss requested accommodations. For example, the following sentence might be included in the course syllabus: "If there is any student in this course who, because of a disability, may have a need for accommodations, please come and discuss this with me, as well as contacting the Coordinator of Special Needs Services at 585-4631."
2. Instructors may ask students who request accommodations to provide a written request and, in the case of major accommodations, supporting documentation. Documentation on file in the Office of the Coordinator of Special Needs Services will be provided if the student has signed a release of information form.
3. Faculties are expected to develop procedures for implementing this policy which are consistent with their internal goals and needs. Deans of Faculties or their designates and instructors are responsible for reviewing specific requests and determining the process for implementing accommodations.
4. If disputes arise, Student Affairs and the Dean (of the instructor's Faculty) will assist the student and instructor in coming to an agreement. If agreement is not reached through mediation, a decision will be made by the Vice President (Academic).
5. Instructors are expected to maintain records of major accommodations to teaching procedures and to provide copies of these records to the Dean of the Faculty offering the course to assist those involved in future cases of a similar nature.

Limitations

This policy has been developed to assist students attending courses on the main campus of the University of Regina. Although the University will attempt to assist off-campus students to the greatest extent possible, it cannot guarantee that such assistance will be available.

It should be noted that not all classes offered by the Faculty of Fine Arts at the College Avenue Campus are wheelchair accessible. Again, while the University wishes to assist College Avenue students to the greatest extent possible, it cannot guarantee that such assistance will be available.

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APPENDIX A
SASKATCHEWAN HUMAN RIGHTS CODE [SECTION 2(d.1)]
DEFINITION OF DISABILITY

Disability means:

(i) any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing includes:

(A) epilepsy;
(B) any degree of paralysis;
(C) amputation;
(D) lack of physical coordination;
(E) blindness or visual impairment;
(F) deafness or hearing impairment;
(G) muteness or speech impediment; or
(H) physical reliance on a guide dog, wheelchair, or other appliance or device;

or: (ii) any of:

(A) a condition of mental retardation or impairment;
(B) a learning disability or a dysfunction in one or more of the processes involved in the comprehension or use of symbols or spoken language;
(C) a mental disorder, where "mental disorder" means a disorder of thought, perception, feelings or behaviour that impairs a person's:

(i) judgment
(ii) capacity to recognize reality
(iii) ability to associate with others; or
(iv) ability to meet the ordinary demands of life.

From the Saskatchewan Human Rights Code: Section 2(d.1).

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APPENDIX B
LEARNING DISABILITIES COMMITTEE
ACCOMMODATIONS

The following is a list of accommodations which may be completed. They are ranked in terms of the perceived cost/effort associated with each. The list is not assumed to be exhaustive nor is it assumed that the ranking of individual accommodations will be consistent across all situations.

Preparation

Minor accommodations:

• Textbooks ordered early for transcription for those with vision problems
• Removal of desk from classroom (to accommodate a wheel chair)

Moderate accommodations:

• Provide a chair and table rather than a desk chair
• Allow for substitution classes
• Move inaccessible classes to accessible locations

Teaching

Minor accommodations:

• Extended time for assignments
• Materials (handouts, overheads) provided

in large print
on computer disc
on colored paper

• In-class note takers (using carbon paper)
• Allow student to tape-record lectures
• Use of spelling aids or calculators
• Instructor to use microphone or phonic ear equipment
• Instructor to real aloud any material placed on the board
• Use of a computer to take notes
• Speak directly to class without pacing (for lip readers)
• Form a circle for group participation (for lip readers)
• Provide preferential seating for student

Moderate accommodations:

• Arrange seating for a note taker
• Materials (handouts, overheads) provided ahead of time
• Meet regularly with the student to answer questions
• Assignments handed-in on audio tape

Major accommodations:

• Sign language interpreter
• Materials (handouts, overheads) provided on audio tape
• Instructor’s lecture notes (if available) provided to student
• Use of adaptive equipment - sip and puff computers, voice output computers

Evaluation

Minor accommodations:

• Exam characteristics

large print
colored paper
unlined paper
on computer disc (University-provided laptop computer)

• Clarification of instructions and questions

Moderate accommodations:

• Alternative exam formats

take-home
open book
multiple choice instead of short answer/essay questions

• Extended exam time

Major accommodations