Accommodation in practice

Designing Out the Disclosure Requirement

Disclosure burden as a design variable

Practised · resource in development

Access that is gated behind disclosure asks a person to name a private matter to someone holding authority over them, and the documented costs of that request are real: anticipated stigma, delay, and for some, a decision not to ask at all. This resource treats disclosure burden as something design can measure and reduce — why a flexible deadline requiring an email is a disclosure event and a built-in buffer is not — while leaving the accommodation record itself where it belongs, with the office that holds it.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. Stigma and concealment (Goffman); academic ableism; BC information-governance requirements

Practised in. Flexible timing and asynchronous options at a national technology education provider; built-in accommodations at a national research laboratory

Themes. Disability studies, Access, Equity

Sources

• Reference 41: Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. Prentice-Hall.
• Reference 6: Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press.
• Reference 42: Freedom of Information and Protection of Privacy Act, R.S.B.C. 1996, c. 165. Province of British Columbia.

Most related, by shared source and theme

• Documentation Requirements and Medical Gatekeeping — Disability, Equity · 3 shared sources
• Disability Studies for Learning Designers — Access, Disability, Equity · 1 shared source
• Designing for Episodic and Fluctuating Conditions — Access
• Models of Disability as Design Decisions — Access, Disability, Equity
• Why Universal Design Never Eliminates Individual Accommodation — Access

Connected resources

• Why Universal Design Never Eliminates Individual Accommodation — Rights and obligation
• Disability Studies for Learning Designers — Accommodation in practice
• Designing for Episodic and Fluctuating Conditions — Accommodation in practice

Designing for Episodic and Fluctuating Conditions

Program architecture for conditions that vary

Practised · resource in development

Attendance policy, deadline architecture, cohort progression, and leave-and-return pathways — the structural layer of a problem that individual accommodation handles with difficulty because most systems assume that access requirements are stable. It is program and policy design, offered in the knowledge that disabled people and experienced advisors hold far more understanding of these conditions than the design literature yet reflects.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. Episodic disability framework (O’Brien et al.); disability studies

Practised in. Flexible assessment timing at a national technology education provider; flexible pacing at a national research laboratory

Themes. Accommodation, Wellbeing, Access

Sources

• Reference 43: O’Brien, K. K., Bayoumi, A. M., Strike, C., Young, N. L., & Davis, A. M. (2008). “Exploring Disability from the Perspective of Adults Living with HIV/AIDS: Development of a Conceptual Framework.” Health and Quality of Life Outcomes, 6:76.
• Reference 8: Kafer, A. (2013). Feminist, Queer, Crip. Indiana University Press.

Most related, by shared source and theme

• Documentation Requirements and Medical Gatekeeping — Accommodation · 1 shared source
• Time, Pacing and Deadlines as Design Variables — Accommodation · 1 shared source
• Designing Out the Disclosure Requirement — Access
• Disability Categories and the Barriers People Meet — Access
• Essential Requirements and the Limits of Flexibility — Accommodation

Connected resources

• Designing Out the Disclosure Requirement — Accommodation in practice
• Essential Requirements and the Limits of Flexibility — Rights and obligation

Working with Accommodation Offices and Access Advisors

Who decides, and what a referral has to carry

Practised · resource in development

What an accommodation office decides, what it requires from an instructor or a designer, and what a referral has to contain to be usable. It covers the implementation gap in which an approved accommodation is recorded and then not delivered, and the boundary between designing conditions and adjudicating an individual case. The second belongs to the advisors and accommodation professionals who hold that work.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. AHEAD program standards; Canadian human rights jurisprudence; disability in higher education

Themes. Accommodation, Policy, Access

Sources

• Reference 57: Association on Higher Education And Disability (AHEAD). Program Domains, Standards, and Performance Indicators.
• Reference 36: British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652 (SCC) — the “Meiorin” decision, establishing the unified bona fide requirement test and accommodation to the point of undue hardship.
  British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652…https://www.canlii.org/en/ca/scc/doc/1999/1999canlii652/1999canlii652.html
• Reference 48: Meeks, L. M., & Jain, N. R. (2018). Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians with Disabilities. Association of American Medical Colleges.
• Reference 6: Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press.

Most related, by shared source and theme

• The Interactive Process in Learning Settings — Access, Accommodation, Policy · 1 shared source
• The Duty to Accommodate in Learning Design — Access, Accommodation, Policy · 1 shared source
• Why Universal Design Never Eliminates Individual Accommodation — Access, Accommodation · 1 shared source
• Canadian Accessibility and Accommodation Law for Learning Designers — Access, Accommodation, Policy · 1 shared source
• Access in Clinical and Placement Education — Access, Accommodation · 2 shared sources

Connected resources

• Why Universal Design Never Eliminates Individual Accommodation — Rights and obligation
• The Duty to Accommodate in Learning Design — Rights and obligation
• The Interactive Process in Learning Settings — Accommodation in practice

The Interactive Process in Learning Settings

A shared duty, not a request and a ruling

Practised · resource in development

Canadian human rights law treats accommodation as a process with obligations on every party to it, including the person seeking accommodation, and it sets limits on what may be asked of them. This resource covers who initiates, what good faith requires on each side, what documentation of the process is distinct from documentation of the person, and the points at which the process stalls: no response, an unworkable offer, or a request handled as a complaint.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. Renaud (SCC, 1992); Meiorin (SCC, 1999); BC Human Rights Code

Themes. Accommodation, Policy, Access

Sources

• Reference 56: Central Okanagan School District No. 23 v. Renaud, 1992 CanLII 81 (SCC), [1992] 2 S.C.R. 970 — the shared responsibility of every party to the accommodation process.
• Reference 36: British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652 (SCC) — the “Meiorin” decision, establishing the unified bona fide requirement test and accommodation to the point of undue hardship.
  British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652…https://www.canlii.org/en/ca/scc/doc/1999/1999canlii652/1999canlii652.html
• Reference 38: Human Rights Code, R.S.B.C. 1996, c. 210. Province of British Columbia.

Most related, by shared source and theme

• Working with Accommodation Offices and Access Advisors — Access, Accommodation, Policy · 1 shared source
• The Duty to Accommodate in Learning Design — Access, Accommodation, Policy · 2 shared sources
• Canadian Accessibility and Accommodation Law for Learning Designers — Access, Accommodation, Policy · 2 shared sources
• Documentation Requirements and Medical Gatekeeping — Accommodation
• Access in Clinical and Placement Education — Access, Accommodation · 1 shared source

Connected resources

• The Duty to Accommodate in Learning Design — Rights and obligation
• Working with Accommodation Offices and Access Advisors — Accommodation in practice
• Documentation Requirements and Medical Gatekeeping — Accommodation in practice

Documentation Requirements and Medical Gatekeeping

What is asked of a person before they are believed

Practised · resource in development

What documentation is actually required, set against what institutions routinely request. Cost, waiting time and access to diagnosis are barriers in their own right, and requirements written for stable, diagnosed conditions operate differently for undiagnosed, episodic and fluctuating ones. It covers privacy and custody of records, and the conditions under which self-report is sufficient.

Group. Accommodation in practice

Home branch. Accessibility · Emerging

Grounding. Disability studies; stigma and disclosure (Goffman); BC information governance

Themes. Accommodation, Disability studies, Equity

Sources

• Reference 41: Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. Prentice-Hall.
• Reference 42: Freedom of Information and Protection of Privacy Act, R.S.B.C. 1996, c. 165. Province of British Columbia.
• Reference 6: Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press.
• Reference 43: O’Brien, K. K., Bayoumi, A. M., Strike, C., Young, N. L., & Davis, A. M. (2008). “Exploring Disability from the Perspective of Adults Living with HIV/AIDS: Development of a Conceptual Framework.” Health and Quality of Life Outcomes, 6:76.

Most related, by shared source and theme

• Designing Out the Disclosure Requirement — Disability, Equity · 3 shared sources
• Designing for Episodic and Fluctuating Conditions — Accommodation · 1 shared source
• The Interactive Process in Learning Settings — Accommodation
• Disability Studies for Learning Designers — Disability, Equity · 1 shared source
• Working with Accommodation Offices and Access Advisors — Accommodation · 1 shared source

Connected resources

• Designing Out the Disclosure Requirement — Accommodation in practice
• Designing for Episodic and Fluctuating Conditions — Accommodation in practice
• The Interactive Process in Learning Settings — Accommodation in practice

Peer Mentorship as Access Infrastructure

Trained peers between the student and the office

Practised · resource in development

Most accommodation systems have two parties, the student and the office; the daily work of access happens between them, often with no one assigned to it. This resource designs the middle: peer mentors trained in integrated learning and technical support, matched to incoming students with accommodations, with clear limits on what a peer decides and a route back to the advisor for what a peer cannot. It is peer-based support, written as program architecture.

Group. Accommodation in practice

Home branch. Accessibility · Emerging

Grounding. Peer-assisted learning (Topping); accommodation practice standards (AHEAD); communities of practice

Practised in. An art and design university: a peer mentorship program pairing new students with accommodations with mentors trained in integrated learning and technical support

Themes. Accommodation, Community, Capacity

Sources

• Reference 68: Topping, K. J. (2005). “Trends in Peer Learning.” Educational Psychology, 25(6), 631–645.
• Reference 57: Association on Higher Education And Disability (AHEAD). Program Domains, Standards, and Performance Indicators.
  Association on Higher Education And Disability (AHEAD). Program Domains, Standards, and Performance Indicatorshttps://www.ahead.org/professional-resources/program-standards-ethics
• Reference 53: Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Most related, by shared source and theme

• Working with Accommodation Offices and Access Advisors — Accommodation in practice
• The Interactive Process in Learning Settings — Accommodation in practice
• Access in Studio, Shop and Lab-Based Learning — Sectors and participation
• Inclusive Facilitation & Capacity Building — Institutions, governance and change

Connected resources

• Working with Accommodation Offices and Access Advisors — Accommodation in practice
• The Interactive Process in Learning Settings — Accommodation in practice
• Access in Studio, Shop and Lab-Based Learning — Sectors and participation

Reading Disability Documentation

What a report can establish, and what it cannot

Practised · resource in development

A psychoeducational or medical report records a person’s performance on particular instruments at one point in time. An accommodation decision concerns the barriers that person meets in a particular course. The challenge is to read the first without asking it to answer the second by itself. This resource covers what standard scores, percentiles and confidence intervals do and do not establish; the distinction between a diagnosis, a functional limitation and a barrier; the weight professional guidance gives to a student’s own account; and the limits of a clinician’s recommendation as evidence. The reading of an individual file, and the decision that follows from it, rest with the accommodation office.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. Standards for Educational and Psychological Testing (AERA, APA & NCME); validity theory (Messick); AHEAD documentation guidance; ICF (WHO, 2001)

Themes. Accommodation, Assessment, Disability studies

Sources

• Reference 73: American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing. American Educational Research Association.
• Reference 37: Messick, S. (1995). “Validity of Psychological Assessment: Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning.” American Psychologist, 50(9), 741–749.
• Reference 74: Association on Higher Education And Disability (AHEAD) (2012). Supporting Accommodation Requests: Guidance on Documentation Practices.
  Association on Higher Education And Disability (AHEAD) (2012). Supporting Accommodation Requests:…https://www.ahead.org/professional-resources/accommodations/documentation
• Reference 12: World Health Organization (2001). International Classification of Functioning, Disability and Health (ICF). WHO — the source of the biopsychosocial model of disability.
  World Health Organization (2001). International Classification of Functioning, Disability and Health (ICF).…https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health

Most related, by shared source and theme

• Reasoning Through an Accommodation Request — Accommodation, Assessment · 1 shared source
• Documentation Requirements and Medical Gatekeeping — Accommodation, Disability
• Functional Impact in Academic Tasks — Disability · 2 shared sources
• Accommodated Exams and Assessment Logistics — Accommodation, Assessment · 2 shared sources
• The Interactive Process in Learning Settings — Accommodation

Connected resources

• Documentation Requirements and Medical Gatekeeping — Accommodation in practice
• The Interactive Process in Learning Settings — Accommodation in practice
• Functional Impact in Academic Tasks — Grounding

The Advising Conversation

Trauma-informed, developmental and student-centred

Practised · resource in development

A conversation about access asks a student to describe a disability to someone who holds authority over the outcome. The challenge is to conduct that conversation so that it is safe, clear and useful to the student. This resource sets it out as a designed encounter: how the principles of a trauma-informed approach, among them safety, transparency and choice, are built into its structure; how barriers are asked about without requiring a person to prove themselves again; how the conversation builds the student’s capacity to describe their own access requirements; and where advising ends and counselling begins. It draws on needs-assessment interviewing in learning design and on student development theory.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. Trauma-informed approach (SAMHSA); student development theory (Patton et al.); self-advocacy framework (Test et al.); self-determination theory (Ryan & Deci)

Themes. Accommodation, Wellbeing, Equity

Sources

• Reference 75: Substance Abuse and Mental Health Services Administration (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884.
• Reference 76: Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student Development in College: Theory, Research, and Practice (3rd ed.). Jossey-Bass.
• Reference 77: Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). “A Conceptual Framework of Self-Advocacy for Students with Disabilities.” Remedial and Special Education, 26(1), 43–54.
• Reference 3: Ryan, R. M., & Deci, E. L. (2000). “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist, 55(1), 68–78.
  Ryan, R. M., & Deci, E. L. (2000). “Self-Determination Theory and the Facilitation of Intrinsic…https://doi.org/10.1037/0003-066X.55.1.68

Most related, by shared source and theme

• Responding to Distress and Making a Referral — Accommodation, Wellbeing · 1 shared source
• Designing Out the Disclosure Requirement — Equity
• The Interactive Process in Learning Settings — Accommodation
• Access at Admission and Transition — Accommodation · 1 shared source
• Designing for Episodic and Fluctuating Conditions — Accommodation, Wellbeing

Connected resources

• The Interactive Process in Learning Settings — Accommodation in practice
• Designing Out the Disclosure Requirement — Accommodation in practice
• Responding to Distress and Making a Referral — Accommodation in practice

Responding to Distress and Making a Referral

What the person in the room does first

Practised · resource in development

A student may be in acute distress during a conversation about access, and the person present may not be a clinician. The challenge is to respond well within the limits of a non-clinical role. This resource treats the response as a pathway designed in advance: recognising signs of distress, responding calmly, knowing the limits of the role, referring to counselling, health or emergency services, and recording what was done. It also covers what a teaching team needs to know beforehand, and the support needed afterwards by the person who responded.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. National Standard of Canada for post-secondary student mental health (CSA Z2003:20); trauma-informed approach (SAMHSA)

Themes. Wellbeing, Accommodation, Capacity

Sources

• Reference 78: CSA Group (2020). CSA Z2003:20: Mental Health and Well-Being for Post-Secondary Students. National Standard of Canada.
• Reference 75: Substance Abuse and Mental Health Services Administration (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884.

Most related, by shared source and theme

• The Advising Conversation — Accommodation, Wellbeing · 1 shared source
• Designing for Episodic and Fluctuating Conditions — Accommodation, Wellbeing
• Disability Etiquette and Communication in Learning Environments — Capacity
• Peer Mentorship as Access Infrastructure — Accommodation, Capacity
• Training and Supervising Student Access Staff — Accommodation, Capacity

Connected resources

• The Advising Conversation — Accommodation in practice
• Designing for Episodic and Fluctuating Conditions — Accommodation in practice
• Disability Etiquette and Communication in Learning Environments — Grounding

Reasoning Through an Accommodation Request

Illustrative cases, and the record a decision leaves

Practised · resource in development

Accommodation records are confidential, which limits how the reasoning behind a decision can be taught. This resource uses invented cases, each worked from first contact to a recorded decision: what the barrier is, what the documentation and the person’s own account establish, what the course or program requires, which options were considered, and why one was offered. Each case shows the record the reasoning leaves, including what is written down, what is kept out and who may see it. No case is drawn from a real person. These are teaching cases; decisions in real cases rest with accessibility advisors, accommodation offices and legal counsel.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. The unified test (Meiorin); shared responsibility (Renaud); validity theory (Messick); AHEAD program standards; BC information governance

Themes. Accommodation, Policy, Assessment

Sources

• Reference 36: British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652 (SCC) — the “Meiorin” decision, establishing the unified bona fide requirement test and accommodation to the point of undue hardship.
  British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652…https://www.canlii.org/en/ca/scc/doc/1999/1999canlii652/1999canlii652.html
• Reference 56: Central Okanagan School District No. 23 v. Renaud, 1992 CanLII 81 (SCC), [1992] 2 S.C.R. 970 — the shared responsibility of every party to the accommodation process.
  Central Okanagan School District No. 23 v. Renaud, 1992 CanLII 81 (SCC), [1992] 2 S.C.R. 970https://www.canlii.org/en/ca/scc/doc/1992/1992canlii81/1992canlii81.html
• Reference 37: Messick, S. (1995). “Validity of Psychological Assessment: Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning.” American Psychologist, 50(9), 741–749.
• Reference 57: Association on Higher Education And Disability (AHEAD). Program Domains, Standards, and Performance Indicators.
  Association on Higher Education And Disability (AHEAD). Program Domains, Standards, and Performance Indicatorshttps://www.ahead.org/professional-resources/program-standards-ethics
• Reference 42: Freedom of Information and Protection of Privacy Act, R.S.B.C. 1996, c. 165. Province of British Columbia.

Most related, by shared source and theme

• The Interactive Process in Learning Settings — Accommodation, Policy · 2 shared sources
• Essential Requirements and the Limits of Flexibility — Accommodation, Assessment · 2 shared sources
• Reading Disability Documentation — Accommodation, Assessment · 1 shared source
• Essential Requirements Review — Accommodation, Assessment, Policy · 2 shared sources
• Working with Accommodation Offices and Access Advisors — Accommodation, Policy · 2 shared sources

Connected resources

• The Interactive Process in Learning Settings — Accommodation in practice
• Essential Requirements and the Limits of Flexibility — Rights and obligation
• Reading Disability Documentation — Accommodation in practice

Accommodated Exams and Assessment Logistics

Time, setting, format and integrity

Practised · resource in development

An exam accommodation changes the conditions of an assessment. The challenge is to change the conditions without changing what is measured. This resource covers extended time, separate settings, readers and scribes, assistive technology, alternate formats and deferred sittings; when a condition is part of the construct being measured and when it is not; what the research on extended time does and does not show; how an accommodation carries into group, laboratory and applied exams; and how integrity rules are applied without treating accommodation as grounds for suspicion. It then sets out the logistics on which delivery depends: booking, invigilator training, communication with students and instructors, and the decisions required when timing, technology or a person’s health fails during an exam.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. Construct validity (Messick); research on extended time (Lovett; Sokal & Wilson); Standards for Educational and Psychological Testing; UDL action and expression

Practised in. Flexible assessment timing at a national technology education provider

Themes. Accommodation, Assessment, Access

Sources

• Reference 37: Messick, S. (1995). “Validity of Psychological Assessment: Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning.” American Psychologist, 50(9), 741–749.
• Reference 79: Lovett, B. J. (2010). “Extended Time Testing Accommodations for Students With Disabilities: Answers to Five Fundamental Questions.” Review of Educational Research, 80(4), 611–638.
  Lovett, B. J. (2010). “Extended Time Testing Accommodations for Students With Disabilities: Answers…https://doi.org/10.3102/0034654310364063
• Reference 80: Sokal, L., & Wilson, A. (2017). “In the Nick of Time: A Pan-Canadian Examination of Extended Testing Time Accommodation in Post-secondary Schools.” Canadian Journal of Disability Studies, 6(1), 28–62.
  Sokal, L., & Wilson, A. (2017). “In the Nick of Time: A Pan-Canadian Examination of Extended…https://doi.org/10.15353/cjds.v6i1.332
• Reference 73: American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing. American Educational Research Association.
• Reference 2: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
  CAST (2024). Universal Design for Learning Guidelines, version 3.0https://udlguidelines.cast.org

Most related, by shared source and theme

• Eliminating Construct-Irrelevant Barriers in Assessment — Access, Assessment · 2 shared sources
• Time, Pacing and Deadlines as Design Variables — Accommodation, Assessment · 2 shared sources
• Delivering Accommodated Exams in a Learning Platform — Access, Assessment · 2 shared sources
• Assessment Access and Validity Review — Access, Accommodation, Assessment · 2 shared sources
• Working with Accommodation Offices and Access Advisors — Access, Accommodation

Connected resources

• Eliminating Construct-Irrelevant Barriers in Assessment — Rights and obligation
• Time, Pacing and Deadlines as Design Variables — Designing for variability
• Working with Accommodation Offices and Access Advisors — Accommodation in practice
• Delivering Accommodated Exams in a Learning Platform — Standards and technical practice

Funding Routes for Disability-Related Supports and Equipment

Cost as an access barrier

Practised · resource in development

An approved accommodation can depend on something the student has to pay for: an assessment, equipment, software or a service. The challenge is that cost then decides access. This resource maps the funding routes open to post-secondary students in British Columbia, including federal and provincial grants for services and equipment, equipment loan programs and institutional funds: what each covers, who is eligible, and what documentation and disclosure each requires. It also treats the application as a design problem: where a form acts as a barrier, and what a program can do so that a student is not waiting on funding in order to begin.

Group. Accommodation in practice

Home branch. Accessibility · Well established

Grounding. StudentAid BC and Canada Student Grant programs for students with disabilities; AHEAD program standards; stigma and disclosure (Goffman)

Themes. Accommodation, Policy, Equity

Sources

• Reference 82: StudentAid BC. Canada Student Grant for Services and Equipment – Students with Disabilities. Province of British Columbia.
  StudentAid BC. Canada Student Grant for Services and Equipment – Students with Disabilities.…https://studentaidbc.ca/explore/grants-scholarships/canada-student-grant-services-and-equipment-students-disabilities
• Reference 57: Association on Higher Education And Disability (AHEAD). Program Domains, Standards, and Performance Indicators.
  Association on Higher Education And Disability (AHEAD). Program Domains, Standards, and Performance Indicatorshttps://www.ahead.org/professional-resources/program-standards-ethics
• Reference 41: Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. Prentice-Hall.

Most related, by shared source and theme

• Working with Accommodation Offices and Access Advisors — Accommodation, Policy · 1 shared source
• Documentation Requirements and Medical Gatekeeping — Accommodation, Equity · 1 shared source
• Accommodation When the Learner Is Also an Employee — Accommodation, Equity, Policy
• Reasoning Through an Accommodation Request — Accommodation, Policy · 1 shared source
• The Interactive Process in Learning Settings — Accommodation, Policy

Connected resources

• Documentation Requirements and Medical Gatekeeping — Accommodation in practice
• Assistive Technology and Adaptive Strategies — Grounding
• Working with Accommodation Offices and Access Advisors — Accommodation in practice