Forms

New Student Wellness Patients

To help speed up your registration process, please fill out the following form and email it to health.services@queensu.ca prior to your first medical or mental health appointment. Please note that if your paperwork is not completed and submitted prior to your appointment, it may not be possible to proceed and we may need to reschedule. 

If you are a student with a disability and would like to register with Accessibility Services, please click here


Extenuating Circumstances

 

Info for Students

Your studies may be impacted by illness or unexpected events during your time at Queen’s. The university has developed a policy outlining the approach to providing students with extenuating circumstances with consistent and fair academic consideration. 

Find where to go for support if you have a circumstance impacting your academics

Do You Have an Extenuating Circumstance?

An extenuating circumstance is a personal circumstance beyond your control, (e.g., sudden or acute physical illness or mental distress, serious injury to yourself or significant others, bereavement, traumatic event, etc.) that has a direct and substantial impact on your ability to temporarily meet essential academic requirements or standards. 

The Policy on Academic Considerations for Students in Extenuating Circumstances enables students with extenuating circumstances to request academic consideration in a fair, reasonable and consistent manner.

Academic Consideration vs Academic Accommodations

Academic Considerations

Academic consideration is an action taken by an educator in response to a student with an extenuating circumstance. Academic considerations are intended to minimize the impact of a serious or significant extenuating circumstance that is beyond a student’s control. Considerations may include but are not limited to: an excused absence, a brief reprieve from coursework, extended or deferred deadline, a modified schedule for assignments, labs, placements, projects, or comprehensive exams, a deferred exam or project, a medical leave of absence, an alternate assignment, a re-weighting of assigned marks, course withdrawal without penalty, or other considerations deemed appropriate by a Faculty or School Office.

Academic Accommodations

Academic accommodations are put in place to equalize learning opportunities and access to the academic environment for students with disabilities. A disability may include a temporary (e.g., a concussion or a broken arm) or permanent (e.g., a learning disability) condition. The functional limitations resulting from a disability can at times intersect with the academic environment in a way that creates a barrier for students. Some examples of accommodations include extra time on exams, permission to use assistive technology for exams, or permission to audio record lectures.

If you have a valid extenuating circumstance (see description above) AND are not currently registered with Accessibility Services (QSAS) or are registered with QSAS but your extenuating circumstance is unrelated to your disability, you may submit a request through the Policy on Academic Considerations for Students with Extenuating Circumstances.

If you are already registered with QSAS and your request for academic consideration is related to your disability (e.g., irritable bowel flare up), contact your Accessibility Services Advisor. If your request is time sensitive (e.g., your exam or deadline is within the next 24 hours) email your instructor and/or course coordinator and cc your advisor. If you are requesting a deferral for a centrally scheduled final exam, email the Exams Office (exams@queensu.ca) to cancel your exam accommodations. If you are uncertain about who your advisor is please email accessibility.services@queensu.ca or call 613-533-2506.

If you are uncertain about whether your extenuating circumstance is valid, please email intake.wellness@queensu.ca or call 613.533.6000 X 74842 for assistance.

Here are steps to take if a circumstance outside your control (e.g., health condition, family member death, challenge with housemates, etc.) is impacting your academics:

  1. Do you need medical or mental health care (e.g., appointment with physician, counsellor, nurse, occupational therapist)? If yes, book an appointment at Student Wellness Services.
     
  2. Are you registered with Accessibility Services (QSAS) for the circumstance that is currently impacting your academics?
    1. If yes, email your course instructor(s) and CC your QSAS Advisor with your request for accommodation.
    2. If no, how long do you think your circumstance will impact your academics?
      1. If 3 days or less – Complete the Request for Academic Consideration Form. No medical documentation is required. Follow instructions in Section F for individual Faculty/School. Students in Arts and Science, Commerce, and Engineering may need to complete the Formal Attestation Form as their supporting documentation (see section F).
      2. If 3 days or more – You will need supporting documentation for your consideration request. Documentation needed may vary depending on the nature of your circumstance (see “what supporting documentation do I need?” below). If you are seeing a healthcare provider, ask for documentation.

If you have an ongoing disability or diagnosed health condition, we encourage you to consider registering with Queen’s Student Accessibility Services (QSAS) for ongoing accommodations, when you are able. Find out how to register with QSAS and disability documentation requirements.

Supporting documentation can include the following:

  • Health Condition/Injury: Verification of Personal Health Condition Form, letter from a health care provider (i.e., doctor, nurse practitioner, social worker, counsellor, occupational therapist)
  • Compassionate/Personal: Verification of Confidential Extenuating Circumstances Form, letter from health care provider or other professional who is familiar with the circumstance (e.g., Human Rights Advisor, Chaplain, etc.)
  • Bereavement related circumstance: Obituary, death certificate
  • An accident report or police report
  • A court order

Students who experience unforeseen technological or workspace disruptions that are beyond their control (e.g. hardware malfunction, unexpected internet connectivity issue, power outage, fire alarm, unexpected need to care for children, etc.) can apply for academic consideration during the 2020-21 school year. For more information about how to apply for this academic consideration, click on your individual Faculty/School website found in the section below.

Students who experience chronic technological difficulties or workspace disruptions (e.g. long-term hardware/software failure, prolonged poor internet coverage, lack of planning or knowledge of program software/onQ, missing notifications/reminders, use of unsupported/out-of-date software, etc.) would not qualify for academic consideration. Students requiring financial assistance to plan and mitigate against chronic disruptions are encouraged to apply for bursary funding from Student Awards.
 

Request for Academic Consideration 

  • Submit this form for all academic requests
  • Follow instructions for the Faculty/School that is granting your degree

Verification of Personal Health Condition 

  • For personal health issues
  • You must have this form completed when you meet with a health care professional (on-campus or in the community)
  • Provide the filled-out form to your Faculty/School office

Verification of Confidential Extenuating Circumstances 

If your extenuating circumstances are not for a health condition, but you are not comfortable disclosing the specifics of the situation, then a support professional at Queen's (e.g., Chaplain, Human Right Advisor, Sexual Violence Prevention and Response Coordinator) who is aware of your situation can complete this form.

Request for Excused Absence for Significant Events 

Complete this form if you are participating in an event at the provincial, national, or international level that is either a Queen's Varsity Athletics event, or an event to which you were invited as a distinguished guest.

Extenuating Circumstances Policy

Students that experience unforeseen technological or workspace disruptions that are beyond their control can apply for academic consideration during remote delivery for the 2020-21 school year. Some examples of unforeseen circumstances could include, hardware malfunction, an unexpected internet connectivity issue, power outage, fire alarm, unexpected need to care for children, etc. Students with chronic technological difficulties or workspace disruptions would not qualify for academic consideration. For example, long-term hardware/ software failure, prolonged poor internet coverage, lack of planning or knowledge of program software/onQ, missing notifications/reminders, use of unsupported/out-of-date software, or other persistent technological challenges.

For more information about the process in your individual Faculty/School, click on the drop down: “Links to Faculty/School Office websites” below.

Students requiring financial assistance to plan and mitigate against chronic disruptions are encouraged to apply for bursary funding from Student Awards: https://www.queensu.ca/studentawards/student-awards-covid-19-updates-and-important-information

 


 

Info For Faculty and Staff

A student’s studies may be impacted by illness or unexpected events during their time at Queen’s University. The university has developed a policy to outline the approach to providing students with extenuating circumstances with consistent and fair academic consideration.

Academic Considerations

Academic consideration is an action taken by an educator in response to a student with an extenuating circumstance. Academic considerations are intended to minimize the impact of a serious or significant extenuating circumstance that is beyond a student’s control.

Considerations may include but are not limited to: an excused absence, a brief reprieve from coursework, extended or deferred deadline, a modified schedule for assignments, labs, placements, projects, or comprehensive exams, a deferred exam or project, a medical leave of absence, an alternate assignment, a re-weighting of assigned marks, course withdrawal without penalty, or other considerations deemed appropriate by a Faculty or School Office.

Academic considerations are determined based on a conversation between the student and their instructor. Students are advised to submit documentation and/or forms related to the Policy on Academic Considerations for Students in Extenuating Circumstances through the Faculty or School Office that is granting their degree.  Students are responsible for contacting their individual instructors to discuss academic considerations once documentation is processed. The final decision regarding the academic considerations are made by the course instructor.

Academic Accommodations

Academic accommodations are put in place to equalize learning opportunities and access to the academic environment for students with disabilities. A disability may include a temporary (e.g., a concussion, broken arm, or a sudden mental health crisis) or permanent (e.g., a learning disability, chronic health or mental heath issue) condition. The functional limitations resulting from a disability can at times intersect with the academic environment in a way that creates a barrier for students. Some examples of accommodations include extra time on exams, permission to use assistive technology for exams, or permission to audio record lectures.

Academic accommodations approved by Queen’s Student Accessibility Services (QSAS) are based on medical or other documentation, the student's reported personal experience with their disability, and the Queen’s Student Accessibility Services’ screening processes.

Quick Guide to Academic Considerations and Academic Accommodations click here.

Letter of Accommodation (LOA)

  • Completed by an Accessibility Services (QSAS) Advisor
  • Accommodations can be short-term or ongoing (date that accommodations expire will be specified on the form)

If this student requests an assignment extension or exam deferral for reasons of a disability for which they are accommodated via their LOA, please do not refer them to the Extenuating Circumstances Policy. Students are advised to email their instructor if they need an extension or deferral due to their disability, with a copy to their QSAS Advisor. If you have any questions or concerns in considering any requests, please contact the QSAS Advisor.

Short-Term Academic Accommodation (STAA) Form

  • Completed by a health care provider at Student Wellness Services
  • Provided if disability is expected to be temporary (up to one academic term) or if the student requires accommodations immediately while in the process of registering with Accessibility Services for ongoing accommodations 

If you have questions about the accommodations provided contact the QSAS Advisor for the LOA OR contact intake.wellness@queensu.ca or 613.533.6000 X 74842 to be connected with the provider that completed the STAA Form.

Paperwork for Students Requesting Academic Consideration

In most Faculties/Schools, students submit the Request for Academic Consideration for Extenuating Circumstances Form (with supporting documentation, if required) to an individual in the Faculty/School Office. The office will send an email to each instructor with additional information regarding the timeline of the request and impact on the student’s academic functioning. The student is responsible for following up with each instructor to discuss a plan for academic consideration.

What can I do if a student is requesting an exam deferral or assignment extension (i.e., academic consideration) because of an extenuating circumstance? 

If a student is requesting academic consideration (i.e., a deferral, extension, excused absence from class), advise the student to submit a Request for Academic Consideration for Extenuating Circumstance Form. If the student is requesting consideration for 3 days or less, they are not required to provide supporting documentation. However, some Faculties/Schools require students to provide documentation when submitting second and subsequent requests in a term for academic consideration lasting 3 days or less. Some Faculties/Schools may also require students to provide documentation for requests lasting 3 days or less that occur during midterms or final exams. Please refer to the specific procedures within your Faculty/School on page 3 of the Request for Academic Consideration for Extenuating Circumstances Form to determine if this process applies to your Faculty/School. In situations where documentation is not available (e.g., the student was at home and not seen by a health care provider), a Formal Attestation of Extenuating Circumstances Form signed by the student at the Faculty Office may be submitted. If the student is requesting consideration for more than 3 days, they will be asked to provide supporting documentation with their request.

A contact from the Faculty or School Office will accept the forms and/or documentation from the student and contact individual instructors with next steps. Each individual Faculty and School Office has a slightly different procedure. Please contact your individual Faculty or School Office for further details. Students are advised to submit documentation and/or forms related to the Policy on Academic Considerations for Students in Extenuating Circumstances through the Faculty or School Office that is granting their degree.

If the student is already registered with Queen’s Student Accessibility Services (QSAS) and are requesting an assignment extension or exam deferral for reasons of a disability for which they are accommodated via their Letter of Accommodation, please do NOT refer them to the Extenuating Circumstances Policy. For example, if a student discloses that they are registered with QSAS for Generalized Anxiety Disorder which has gotten significantly more debilitating. Please advise the student to email their course instructor with their request and copy their QSAS Advisor. If an instructor has any questions or concerns in considering these requests, they should contact the QSAS Advisor.

If you are unsure of how to direct the student, you can direct students to the Student Wellness Services website page Students with Extenuating Circumstances, refer the student to their Faculty/School Office  or refer the student to Student Wellness Services – phone 613.533.6000 X74842 or email intake.wellness@queensu.ca.

One of my students has used the “Request for Academic Consideration for Extenuating Circumstance” Form multiple times within a term without documentation (since the requests were for 3 days or less). Do I have to honour the request?

A student may have multiple extenuating circumstances throughout a term or academic year that warrants the need to use a Request for Academic Consideration for Extenuating Circumstances Form (without documentation) on more than one occasion. However, it is recommended that the instructor contact the student’s Faculty or School Office to determine the appropriate next steps, and ensure the student has the appropriate supports in place.

Some Faculties/Schools require students to provide documentation when submitting second and subsequent requests in a term for academic consideration lasting 3-days or less. Some Faculties/Schools may also require students to provide documentation for requests lasting 3-days or less that occur during midterms or final exams. In situations where documentation is not available (e.g., the student was at home and not seen by a health care provider), a Formal Attestation of Extenuating Circumstances Form signed at the Faculty Office may be submitted.

The Request for Academic Consideration for Extenuating Circumstance Form should be submitted in the interim, until the student is able to submit the Formal Attestation of Extenuating Circumstance Form. Please see Section F (page 3) of the Request for Academic Consideration for Extenuating Circumstance Form and/or consult your Faculty or School website for more information.

I have received an email from a student requesting academic consideration (e.g., extension on assignment, deferral of exam). The student has informed me that they are registered with Accessibility Services (QSAS). How is this request different from students with extenuating circumstances requesting academic consideration through the Extenuating Circumstances Policy? 

Students with ongoing disabilities or diagnosed health conditions that are registered with Accessibility Services (QSAS) may require additional support (e.g., extension on assignment, absence from class, deferral of an exam/test/quiz) related to their ongoing disability beyond their “Letter of Accommodations.” For example, a student with irritable bowel syndrome that is registered with QSAS has two days where their symptoms become significantly worse and inhibit their ability to complete a test or exam.

In these situations, students are instructed to contact their instructors and copy their Accessibility Services Advisor on the email to their instructors. The QSAS advisor will follow-up if the instructor has any questions or concerns. The student is NOT required to submit any documentation or forms from the Extenuating Circumstances Policy to support this request. The Accessibility Services Advisor will ensure the documentation on file at QSAS supports this request, and will follow-up with the instructor or student if they have any concerns.

One of my students submitted the Request for Academic Consideration for Extenuating Circumstances Form without documentation (i.e., 3 days or less) and is requesting academic consideration for an additional day. Do I have to honour the request or should I request supporting documentation?

Students are advised to submit a new Request for Academic Consideration for Extenuating Circumstances Form to their Faculty/School Office, and provide supporting documentation to extend their request beyond 3 days.

A student is requesting an academic consideration (e.g., assignment extension or exam deferral) for an extenuating circumstance (e.g., death of a family member). How do I know if the student’s extenuating circumstance is valid?

The “Academic Considerations for Students in Extenuating Circumstances” Policy is based on the principle of “good faith.” Thus, it is advised that instructors, Faculty Offices, and School Offices presume that all involved are acting with honest and sincere intentions. If you are concerned about the legitimacy of a request, you are welcome to consult with your Faculty or School Office. Students will submit a request for academic consideration to the Faculty/School Office that is granting their degree. The Faculty/School Office will review and verify the documentation provided (if required) and instructors will be advised of the expected duration of the student’s extenuating circumstance as well as the severity of the impact of this circumstance on the student’s ability to participate in academics.

How do I determine what academic considerations are appropriate based on the documentation provided from the Faculty/School Office? 

The documentation will likely outline whether a student is capable of completing any course work, and provides some idea as to the amount of course work a student can complete (i.e., can the student attend classes and complete assignments?). The instructor should begin by considering the student’s progress in the course, the course requirements, and the severity of the impact of the extenuating circumstance.

In the event the individual completing the documentation suggests a student will be unable to complete any course work for several weeks, an instructor may advise the student to follow-up with the Faculty or School Office to investigate options for course withdrawal without penalty. If the student is unable to complete any work for up to a week, the instructor may consider providing the student with an extension or deferral on any evaluations and allow the student to be absent from tutorials or labs, where possible. If a student has completed all of the course work thus far, but has a final exam to complete, the instructor may allow the student to delay the exam until the student is able to write, based on the anticipated resolution of the extenuating circumstance.

In the event there is uncertainty about the appropriate academic consideration, please connect with the contact within your Faculty or School Office for guidance (see below for list of contacts).

Note: You should NOT provide informal academic accommodations to a student based on documentation received through the Extenuating Circumstances Policy. If a student requests academic accommodations (e.g., extra time on an exam, separate room to write an exam, computer to write an exam), direct the student to the Intake Coordinator for Accessibility Services at 613.533.6000 X 77628 or qsas.intake@queensu.ca.

I have a student who is requesting an accommodation (e.g., extra time on exams, separate room to write exams) due to an extenuating circumstance (e.g., broken limb, concussion, bereavement). How should I advise the student? 

Advise the student to contact the administrative assistant for extenuating circumstances at intake.wellness@queensu.ca or 613.533.6000 X 74842.

Note: If a student is unable to meet academic obligations or requires ongoing academic accommodations due to functional limitations related to a known underlying disability or diagnosed health condition, please advise the student to contact Queen’s Student Accessibility Services to register for ongoing accommodations.

I want to include a statement in my course syllabus about requesting academic consideration. Is there a generic statement that I can include?

Please first refer to your Faculty/School Office for a statement regarding the Policy on Academic Consideration for Students with Extenuating Circumstances. If a statement is not available, you are welcome to use the following statement:

Queen’s University is committed to providing academic consideration to students experiencing extenuating circumstances that are beyond their control and which have a direct and substantial impact on their ability to meet essential academic requirements (e.g., death of a family member, short-term illness). If you have an extenuating circumstance during this course, please go here for additional information regarding how to submit a request for academic consideration.

How do I direct a student with an extenuating circumstance that is requesting additional physical or mental health support?

Find other supports and resources available on- and off-campus.

Contacts for Individual Faculty and School Offices

Faculty of Arts and Science

Lucy Mackrell
asc.consideration@queensu.ca
Faculty of Arts and Science (online portal for requests for academic consideration)

Faculty of Engineering and Applied Science

Catherine Gurnsey
engineering.aac@queensu.ca
(613) 533-6000 x 78013
Faculty of Engineering and Applied Science

Smith School of Business (Queen’s Commerce)

Angie Loyst
angie.loyst@queensu.ca
613.533.2324
Smith School of Business (go to the Commerce Portal for your program for additional information)

Faculty of Law

Helen Connop
helen.connop@queensu.ca
613.533.6000 X78147
Faculty of Law

School of Medicine

Dr. Richard Van Wylick
3wrcv@queensu.ca
School of Medicine

Faculty of Education

Alan Wilkinson
alan.wilkinson@queensu.ca
613.533.6000 X75476
Faculty of Education (if you are in concurrent-ed, contact your undergraduate faculty otherwise, contact the Associate Dean)

School of Rehabilitation Sciences

Occupational Therapy
Laurie Kerr
l.kerr@queensu.ca

Physical Therapy
Kathy Grant
grantk@queensu.ca

Bachelor of Health Sciences

Alana Korczynski
bhsc@queensu.ca
613.533.2566
Faculty of Health Sciences

School of Nursing

Barbara Bolton
boltonb@queensu.ca
613.533.6000 X74751
School of Nursing

Alternatively, you can phone 613.533.6000 X74842 or email intake.wellness@queensu.ca  to reach the administrative assistant for extenuating circumstances at Student Wellness Services. 

School of Graduate Studies

School of Graduate Studies


Disability Documentation

Queen’s University is committed to accommodating students with disabilities to ensure they have equitable access to the learning environment. The university is also committed to an accommodation process that protects and preserves the student’s right to dignity, autonomy and full access, while respecting academic standards and requirements. 

Consent for Exchange of Information

At the time of initial registration with Queen's Student Accessibility Services (QSAS) and for each subsequent registration, students will be asked to consent to the sharing of information as described in the QSAS Confidentiality Statement.  

QSAS seeks consent to share information on an as-needed basis within Student Wellness Services and with others at Queen's University to ensure effective service provision and to facilitate implementation of approved academic accommodations.

 

 

Documentation Requirements

Select the category that best fits your disability for documentation requirements and relevant forms. If you are unsure about which category to select, are still undergoing assessment, or have other questions about completing your documentation, please contact the QSAS Intake Coordinator for support.  

Students seeking academic accommodation for reasons of a disability at Queen’s University must provide QSAS with documentation completed by a qualified health care practitioner. We recognize that students may have difficulties obtaining disability documentation during the COVID pandemic. While physical distancing requirements remain in effect, QSAS will accept minimal documentation in good faith to support interim accommodation planning for students who are unable to obtain the appropriate documentation from their health care provider. 

This documentation may be current or out of date and could include:

  • QSAS Disability Verification Forms
  • Disability documentation in other formats (e.g., Physician letters)
  • Out-of-date psychoeducational or neuropsychological assessments
  • Individual Educational Plans (IEPs)

Students should carefully review the documentation requirements for each disability category and the health care practitioners qualified to complete the documentation.

Disability documentation performs the following important functions in the academic accommodation process:

  • Verifies that the student is a person with a disability. Disability being a protected ground in the Ontario Human Rights Code, only students with disabilities are entitled to academic accommodations through QSAS
  • Provides the university with sufficient information about the student’s disability and their accommodation needs so that it can fulfill its legislative duty under the Code
  • Clearly describes the functional limitations the student experiences as a result of their disability and how these impact the student’s access to the learning environment

A disability must be related to a diagnosed condition. Stress is not a disability, for example. However, functional limitations stemming from a diagnosed generalized anxiety disorder can be disabling. 

A functional limitation is any restriction stemming from a disability that limits a person’s ability to perform activities necessary to access and participate in the university learning environment. 

Disability documentation may need to be updated over time to ensure that accommodation and support plans continues to meet the student’s access needs. 

Psychoeducational, Neuropsychological Assessments

The Regional Assessment and Resource Centre (RARC) is offering screening evaluations by phone and/or online for students who suspect they may have a learning disability, attention-deficit hyperactivity disorder (ADHD) or a mental health disability that is causing them difficulties at school. These preliminary screenings can help determine whether a full assessment is needed. QSAS can also use these results for interim accommodation planning while students wait to have their assessments completed. Contact the QSAS Intake Coordinator with questions about registration or disability documentation.

Disability Category vs Medical Diagnosis

Medical Diagnosis

Consistent with guidance found in the Policy on Accessible Education for Students with Disabilities (2018) by the Ontario Human Rights Commission, students are NOT required to disclose their medical diagnosis to receive academic accommodations at Queen's University. 

Disability Category

Consistent with policy guidance, QSAS disability documentation forms and requirements do request information about the nature of the student’s disability (i.e., disability category). Appropriate documentation provides sufficient detail about the student’s disability-related functional limitations. This information informs accommodation planning by helping us understand how these limitations impact the student’s access to the learning environment at Queen’s. 

Students with hearing loss experience functional limitations in the classroom or during exams that are significantly different from those experienced by students with a brain injury or a mental health disability.

The OHRC recognizes the special role that accessibility professionals like those at QSAS have in the accommodation process.  “The OHRC recognizes that staff in accessibility offices for students with disabilities typically have expertise in dealing with accommodation issues in the academic environment. These professionals play an important role in assisting with the accommodation process. Students may choose to provide these offices with more detailed information about their disabilities, including a diagnostic assessment, where they believe doing so will help facilitate the provision of accommodation” (OHRC, Policy on Accessible Education, 2018).

Examples includes attention-deficit hyperactivity disorder (ADHD) or attention deficit disorder (ADD).

Documentation Requirements – One of the following:

  1. QSAS Disability Verification Form for Attention Disability
  2. Psychoeducational Assessment – Completed within last 3 years

Qualified Health Care Practitioners:

  • Psychologist
  • Psychiatrist
  • Family Physician

Examples include acquired brain injury (ABI) or concussion.

Documentation Requirements – One of the following:

  1. QSAS Disability Verification Form for Brain Injury
  2. Neuropsychological Assessment – Completed within the last 3 years
  3. Concussion Clinic Documentation/Assessment

Qualified Health Care Practitioners:

  • Neurologist
  • Neuropsychologist
  • Psychologist
  • Psychiatrist
  • Psychological Associate
  • Family Physician
  • Physician – Sports Medicine

Examples include “Asperger’s Syndrome,” autism spectrum disorder, or social communication disorder.

Documentation Requirements – One of the following:

  1. QSAS Disability Verification Form for Developmental Disorder
  2. Neuropsychological Assessment – Completed within the last 3 years
  3. Psychoeducational Assessment – Completed within the last 3 years

Qualified Health Care Practitioners:

  • Psychologist
  • Psychiatrist
  • Developmental Pediatrician
  • Family Physician

Examples include Deaf, deafened, hard of hearing, or Central Auditory Processing Disorder (CAPD)

Documentation Requirements – One of the following:

  1. QSAS Disability Verification Form for Hearing Loss
  2. Audiogram – Completed within the last 1 year
  3. Audiology Assessment

Qualified Health Care Practitioners:

  • Audiologist
  • Family Physician

Learning disability (LD) is a lifelong, neurodevelopmental disorder commonly manifested, but not always diagnosed, in childhood. Diagnosis of a specific LD requires evidence of a significant impairment in some area of academic achievement relative to other students of the same age. A diagnosis must demonstrate how processing deficits are conceptually linked to academic achievement delay.

In Canada, an LD can be formally diagnosed only through a comprehensive psychoeducational assessment completed by a registered clinical psychologist or psychological associate.

Accurate diagnosis of LD is necessary in order to distinguish this disorder from other potential causes of presenting symptoms or problems. Accurate diagnosis is also fundamental to the development of proper supports and accommodations in the academic context.

Queen’s University accepts psycho-educational reports that uses the definition of a learning disability as approved by the Learning Disability Association of Ontario(LDAO) or the Diagnostic and Statistical Manual V (DSM-V).

Documentation Requirements

Students with LD must submit a psycho-educational assessment report in support of their request for academic accommodation at Queen’s University.

Qualified Professional

Psychoeducational assessment reports must be completed by one of the following qualified professionals:

  • Clinical or education psychologist
  • School psychologist
  • Neuropsychologist
  • Clinical Psychological Associate

A psycho-educational assessment includes a special battery of cognitive and academic tests, student interview, parent and/or teacher surveys, and a review of relevant records (i.e., school reports).

Assessment of the following domains must be included at a minimum:

  1. Aptitude/Cognitive Ability – complete intellectual assessment with all subtests and scores, using age-appropriate measures
  2. Information Processing – auditory and visual perception/processing, processing speed, visual-motor processing, phonological processing, executive functioning
  3. Academic Achievement – comprehensive battery, with all subtests and scores reported, including current functioning level in reading (decoding and comprehension), mathematics, oral and written language
  4. Informal Observations – of the student during assessment, including their effort, and its impact on reliability of the test scores

Requests for specific academic accommodations, such as memory aids, may require further testing of specific abilities such as:

  1. Memory – short- and long-term memory, including encoding and recall of visual and auditory memory as well as working memory
  2. Other Measures – administered to rule in or out a LD or to differentiate it from co-existing neurological and/or psychiatric illness

Note: The relationship between the identified areas of academic impairment and the deficient information-processing skills should be logically evident.

Assessment Report Criteria

Assessment reports must:

  • Describe the presenting problem
  • Summarize the student’s psychosocial history, family history, primary language information, and any major life events or activities that may impact on learning to rule out medical, psychiatric, or other basis for deficits
  • Include a complete academic history:
    • Elementary and secondary school reports
    • Post-secondary grades, if applicable
    • Standardized testing results (e.g., LSAT, MCAT, GRE, etc.), if applicable
  • Detail the results of assessment measures as described above
  • State explicitly that the student’s results meet the LDAO or DSM-V diagnostic criteria of a learning disability

Scores: Actual test scores and/or percentiles must be reported for all standardized measures administered. In a competitive, adult-learning academic environment like Queen’s University, scores reported using adult norms should be used wherever possible.

Clinical Interpretative Summary

Psychoeducational assessment reports must include a clinical interpretative summary that:

  • Rules out psychological, medical, attentional, motivation or behavioral explanations for academic delay
  • Describes the patterns of cognitive ability, information processing, and academic achievements that were used to make the LD diagnosis
  • Specifies the student’s functional limitations as demonstrated by the assessment measures
  • Specifies the degree to which the LD affects the student in a university academic context

Recommendations

Any support and/or accommodation recommendations included in the report must be directly linked to specifics tests or clinical observations.

Accommodations: QSAS conducts a full intake assessment that includes reviewing all disability documentation and interviewing the student about their lived experience of their disability. Using this assessment, Queen’s University reserves the right to grant academic accommodations that support the student’s equitable and dignified access to the learning environment while protecting and preserving academic standards and integrity.

Age of Report

Queen’s University requires that psycho-educational assessments for LD be completed within the last 3 years.

Assessments completed within the last 3 to 5 years will be considered on a case-by-case basis, as will assessments that were completed after the student’s 18th birthday.

A LD is normally viewed as ongoing and lifelong. However, the severity and manifestations of the condition may change over time. A functional limitation or learning challenge for a student in Grade 8 may change as they mature and acquire new coping and learning strategies during high school. An up-to-date, comprehensive assessment gives the student and QSAS the most accurate information about their current learning strengths and challenges to best inform accommodation and support planning best suited in an adult learning environment like university.

Outdated Assessments

Students whose assessment is out-of-date may be granted interim accommodations until an updated assessment can be completed. These interim accommodations are approved on a term-by-term basis and may be available for up to one full academic year. Interim accommodations are approved based on information available to QSAS, including the student’s report of their lived experience of their disability. Interim accommodations are usually minimal and are intended to address the student’s most pressing access needs. Depending on the quality of information available about the student’s current functioning, interim accommodation may not fully address all of the student’s access needs. QSAS updates and adjusts student accommodation plans in a timely fashion upon receipt of current documentation.

All students with outdated assessments are entitled to referral support from QSAS to qualified practitioners for a new assessment. Students eligible for the Ontario Student Assistance Program (OSAP) may also be eligible for financial support. Please speak with your QSAS advisor for more information.

Identification versus Diagnosis

The Education Act, 1990 in Ontario allows for the accommodation and support of identified students without a formal disability diagnosis. Some identified students are granted an individual education plan (IEP). It should be noted that identification as an exceptional student or being granted an IEP in high school is not the same as a diagnosis of a permanent disability.

At Queen’s University, only students with verified disabilities are entitled to academic accommodations with proper documentation. A prior history of accommodation in high school on its own does not warrant the provision of similar accommodations at Queen’s.

Note: The above Documentation Requirements for Learning Disability is available to download.

Examples include diabetes, heart condition, cancer, Crohn’s disease, irritable bowel syndrome, etc.

Documentation Requirement:

Qualified Health Care Practitioners:

  • Specialist Physician
  • Family Physician

Examples include major depressive disorder, generalized anxiety disorder, borderline personality disorder, eating disorders, etc.

Documentation Requirements – One of the following:

  1. QSAS Disability Verification Form for Mental Health/Psychiatric Disability
  2. Neuropsychological Assessment – Completed within the last 1 year
  3. Psychoeducational Assessment – Completed within the last 1 year
  4. Psychological Assessment – Completed within the last 1 year
  5. Psychiatric Assessment/Report – Completed within the last 1 year

Qualified Health Care Practitioners:

  • Psychologist
  • Psychiatrist
  • Family Physician

Examples include mobility disabilities, cerebral palsy, developmental coordination disorder, etc.

Documentation Requirements – One of the following:

  1. QSAS Disability Verification Form for Physical/Functional Disability
  2. Handwriting Assessment – Completed within the last 3 years

Qualified Health Care Practitioners:

  1. Rheumatologist
  2. Neurologist
  3. Sports Medicine Physician
  4. Orthopedist
  5. Family Physician

Handwriting assessment completed by an Occupational Therapist

Examples include low vision, blindness or legally blind.

Documentation Requirements – One of the following:

  1. QSAS Disability Verification Form for Vision Loss
  2. Vision Assessment
  3. CNIB Card

Qualified Health Care Practitioners

  • Ophthalmologist
  • Optometrist
  • Family Physician

Students may have more than one disability for which they need accommodation and support. If you are a student with multiple disabilities, you can inform QSAS about your disabilities by the following options:

  1. Select the form in one of the disability categories above that best fits your primary disability (the one for which you need the most support). Ask your health care provider to include information about the functional limitations of your secondary disability on the same form.
  2. Submit any combination of documentation about your disability that meets our requirements as described above. For example, a student may submit an up-to-date psychoeducational assessment for their learning disability and a recently completed Disability Verification Form for a medical condition.

If none of these options work for you, please contact the QSAS Intake Coordinator for support – qsas.intake@queensu.ca or 613-533-2506.  


 

Other Documentation

Students may submit other supporting documentation that often includes information helpful to understanding them and their disability. However, these documents alone are not sufficient for the purposes of academic accommodation planning.

This document is issued by your high school listing the accommodations and other supports for which you were approved. It can provide QSAS helpful information about the accommodations you received in high school.

It confirms only that you were identified as a student requiring these supports. Many students with disabilities receive an IEP.  However, students who are identified but not diagnosed with a disability can also receive an IEP. As such, an IEP is not sufficient documentation for accommodation planning at Queen’s.

Documentation from other health care providers not listed above, including physiotherapists, occupational therapists, and chiropractors, sometimes provide helpful information regarding a student’s functional impairments. However, this information on its own is not sufficient for granting accommodations at Queen’s. Students with this documentation will be asked to provide additional disability verification information from an appropriate health care provider as identified in the sections above.

The OSAP Disability Verification Form is required by the Ontario government to confirm that you are a student with a disability for OSAP purposes. It is intended only to confirm your eligibility for financial programs. It is not intended to inform academic accommodation planning. 


Interim Accommodations

Students undergoing assessment or evaluation for a disability or health condition but still waiting for a confirmed disability diagnosis are eligible for support and service from QSAS. This could include interim academic accommodations.

Interim accommodations are approved on a term-by-term basis, and may be available for up to one full academic year. Interim accommodations are approved based on information available to QSAS, including the student’s report of their lived experience of their disability. 

Interim accommodations are usually minimal and intend only to address the student’s most immediate access needs. Depending on the quality of information available, interim accommodation may not fully address all of the student’s access needs. 

QSAS updates and adjusts student accommodations plans in a timely fashion upon receipt of current documentation. 

Students should provide their health care provider with the appropriate form from the list above and ask that they provide information available to date about the student’s disability and associated functional limitations.    

Students are also encouraged to submit any other documentation they may have about their disability in support of their request for interim academic accommodation including:

  • Out-of-date psycho-educational or neuro-psychological assessments
  • Out-of-date medical documentation
  • Individual Educational Plans (IEPs)

Note:  QSAS will consider the documentation submitted and information obtained from the student about their lived experience of their disability in determining whether to grant interim accommodations. 


Submitting Disability or Health Documentation

When enrolled in courses students can upload their disability or health documentation to Queen's Student Accessibility Services (QSAS) through the intake registration site.

Health Care Providers can fax confidential documentation to QSAS 613-533-6740.

Please Note: We do not recommend the submission of private and confidential disability or health-related documentation by email as it is not a secure means of transmission.  


Transfer of Records   

To have your records sent to another physician/location or to obtain copies of your medical records please complete the Consent Regarding Personal Health Information form indicating specifically what you require (e.g., immunization record, entire chart, recent bloodwork) and drop it off at Student Health or send it by email to: sws.records@queensu.ca

Students can also obtain records in person without filling out a release of information by showing identification that has a picture at the SWS reception desk in Mitchell Hall.

There is a $40 fee for transferring records.

If you have questions related to the transfer of your records, please contact:
Phone: 613-533-6000 x 74509
Email: sws.records@queensu.ca