Registration Documentation

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Disability Related Documentation

Students with different disabilities will have different kinds of documentation to submit to Student Accessibility Services. To support the development of an academic accommodation plan, an in-depth understanding of the student' functional limitations is required.

A Functional Limitation is any restriction to a person's ability to perform daily activities necessary to participate in post-secondary studies and is expected to remain with the person for the person's expected life or a determined duration.

All documentation submitted as part of registration should be as recent as possible and include comprehensive information about a student's functional limitations.

The information provided below is in the interest of assuring that documentation contains information relevant to the development of an academic accommodation plan. It is not intended to be an exhaustive list, nor is it meant to restrict access to our services in any way. We will accept older/alternate documentation as part of registration (e.g. the OSAP Disability Verification Form). However, minimal/interim academic accommodations might be implemented until more complete and/or current documentation is obtained.

Questions related to registration with Student Accessibility Services can be directed to sasreg@yorku.ca or 416-736-2100 ext. 77424.

Physical, Sensory and Medical Disabilities

Students can have their health care provider provide us with information about the functional limitations of their disability by completing our Verification of Physical, Sensory and Medical Disability form. Students with multiple diagnoses can ask their medical practitioner to provide all relevant information on one of our medical forms (it is not necessary to have multiple forms completed by the same practitioner).

Physical, sensory and medical disabilities include, but are not limited to:

  • Deaf, deafened or hard of hearing
  • Vision
  • Autoimmune disorders
  • Brain injuries, including concussions

To start the registration process, students who received supports in high school can provide us with a copy of their Individualized Education Plan (IEP). Access to academic accommodations will be very limited and interim until further documentation is provided.

Mental Health Disabilities

Students can have our Verification of Mental Health Disability form completed by a medical practitioner or registered psychologist. Students who have been referred to a specialist for a mental health assessment can ask their referring practitioner to complete our medical form. Students with multiple diagnoses can ask their medical practitioner to provide all relevant information on one of our medical forms (it is not necessary to have multiple forms completed by the same practitioner).

Mental health disabilities include, but are not limited to:

  • Major Depressive Disorder
  • Bipolar Disorders
  • Schizophrenia
  • Eating Disorders
  • Anxiety Disorders such as Generalized Anxiety Disorder and Social Anxiety Disorder

Test and performance anxiety are not considered mental health disabilities. Supports for students experiencing test and/or performance anxiety are available through Student Counselling & Development.

To start the registration process, students who received supports in high school can provide us with a copy of their Individualized Education Plan (IEP). Access to academic accommodations will be very limited and interim until further documentation is obtained.

Learning Disabilities

Students with a diagnosed Learning Disability should provide us with the report from their most recent Psychoeducational Assessment. Ideally, this assessment will have been completed within the last 4 years. We will accept older reports, but minimal accommodations will be put in place until documentation is updated. Our office will work with students to have an updated assessment completed.

To start the registration process, students who received supports in high school can provide us with a copy of their Individualized Education Plan (IEP). Access to academic accommodations will be very limited and interim until a recent/updated psychoeducational assessment is obtained.

Autism Spectrum Disorder

The most robust documentation we receive from students with Autism Spectrum Disorder (ASD) is a Psychoeducational Assessment.  We will, however, accept medical documentation from a licensed healthcare practitioner. Students who do not have an assessment/report can ask to have our Verification of Mental Health Disability Form completed. Students with multiple diagnoses can ask their medical practitioner to provide all relevant information on one of our medical forms (it is not necessary to have multiple forms completed by the same practitioner).

To start the registration process, students who received supports in high school can provide us with a copy of their Individualized Education Plan (IEP).  Access to academic accommodations will be very limited and interim until further documentation is obtained.

Attention Disorders

Students with Attention Deficit/Hyperactivity Disorder (AD/HD) can provide us with their most recent Psychoeducational Assessment or have an ADHD Medical Documentation Form completed. Students with multiple diagnoses can ask their medical practitioner to provide all relevant information on one of our medical forms (it is not necessary to have multiple forms completed by one practitioner).
Evaluation by clinicians who have extensive training and experience in differential diagnosis is recommended. This assessment should include:

  • early indicators of difficulties with attention and/or hyperactivity and impulsivity in the student's school history and/or through consultation with someone who has known the student well over a significant period of time (e.g. family, teachers)
  • a thorough family, social, academic and/or occupational history which includes consultation with individuals who know the student well

Documentation which does not contain the above might result in provisional accommodations while more extensive information is obtained. The assessment should have been completed within the last five years or the diagnosis made at 18 years of age or older. Previous evaluation by a pediatrician may provide evidence of the existence of the disorder since childhood but may be questioned as the sole indicator of adult AD/HD.

To start the registration process, students who received supports in high school can provide us with a copy of their Individualized Education Plan (IEP). Access to academic accommodations will be very limited and interim until further documentation is obtained.