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Student AccommodationRRC Policies andCase Examples

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Accessibility Services

• RRC is dedicated to ensuring success to education for academically qualified persons with disabilities. Fundamental to this is the determination and implementation of academic accommodations. (Reference: Staff Guide to Student Services 2013-14)

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Types of Services• Deaf and Hard of Hearing

• American sign language interpreters, computerized note takers

• Exam Accommodations and Assistive Technology• Exam accommodations - Allowed 1.5 times longer to write

test or exam• Adaptive Technology & Equipment – Screen reader &

magnification; Text to speech, speech recognition software; audio recording equipment; reading pens; script magnifying TV reader; Alternate formats for texts, course reading packages and instructor handouts

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Prior to Assistance• Students are required to provide valid

documentation from a qualified professional to a counsellor

• Counsellor arranges, coordinates and monitors appropriate accommodations based on student’s individual needs

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AHS PROGRAM REALITY• Didactic phase:

– Students inside RRC– Services readily available– For each semester,

Students must apply for service

• Clinical Phase:– Students outside RRC– Services are not so

available– Challenges:

• Student Self declaration• Clinical Attitude• Accessibility – time delays

National Exams: Exam Accommodations are available but students must apply

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CASE #1 – The Scene• Student with severe anxiety issues; Privacy

issues (PHIPPA) very important • Didactic: Accommodation for theory exams but

NOT for practical lab exams due to the time element for certain skills

• Clinical: No exam accommodation was permitted; student did not apply

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CASE #1 – Result• Student could not complete exams on time which resulted in

a failed rotation • Clinical Psychologist intervened• RRC Counselling became involved• Clinical Training partner resistant to providing any

accommodation• Outcome: Student would be provided with more feedback on

skills and accommodated for theory exams but needed to still meet the timelines for practical exams.

• Graduated from program, passed national exams after 2nd attempt (accommodations granted)

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CASE #2 – The Scene• Student with hearing impairment

– Program found out 2 days prior to start of classes– Cochlear implant, not really determined how much hearing

was possible• Didactic: Theory – 2 note-takers with laptop provided;

remote computer system introduced; Practical labs – work in pairs, quiet labs

• Clinical: Student did not apply for accommodation; Clinical instructor was informed; no plan was developed prior to start of clinical rotation

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CASE #2 – Result• Student wanted to be treated normally• Clinical instructor raises concerns after 4-6 weeks

over patient safety• RRC Deaf & Hard of Hearing Services became

involved• Outcome: Student self-declared to patients,

successful competency attainment, graduated from program

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CASE #3 – The Scene• Mature Student with foreign credentials• Didactic: Several racism claims; Other

“discussions” • Clinical:

– 3 successful rotations, followed by 2 failed rotations• Significance: withdrawal from program

– 2 Appeals – both denied– Lawyer involvement

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CASE #3 – Result• Clinical Training partner refused to accommodate

any remediation / retraining• Outcome: RRC provided retraining

– Private Laboratory used as Clinical partner for some competencies

– Clinical Simulation: First Clinical partner provided specimens; retired instructors hired

– Graduated from program, passed national exams

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Questions