Accommodations and Services

If you have experienced any of the following situations, you may benefit from having an accessibility assistant (AA) provide you with one-on-one support in the classroom. This list is not comprehensive; if you experience other barriers, please let us know.

• You would benefit from descriptions of visually presented material during classroom activities.
• You require assistance completing lab experiments or other in-class activities.

Your responsibilities

• Let your learning specialist know if you require one-on-one assistance in the classroom.
• Meet with your accessibility assistant (AA).
• Arrive on time for appointments and classes. If you expect to be late or absent, let your AA know right away.
• Understand that unless you’ve notified* your AA that you’ll be late or absent, they will wait:
  • 15 minutes for a 50-minute class
  • 20 minutes for a 90-minute class
  • 30 minutes for classes longer than 90 minutes
• *If you cancel access assistance services with less than 24 hours’ notice (including absences), you may have to meet with your learning specialist with the possibility of services being suspended until that meeting.
• Bring all required materials and clear instructions for your AA for each session or class.
• Discuss any changes with your accessibility assistant and learning specialist as soon as they come up.
• Report any difficulties to Access and Disability Resources so that we can resolve them with you.

Our responsibilities

• Discuss accessibility assistance options with you upon request.
• Recruit an accessibility assistant who can provide the support you need.
• Provide orientation and instruction for your accessibility assistant.

Accessibility assistant responsibilities

• Abide by MacEwan University’s policies and procedures especially with respect to confidentiality.
• Work with you to establish a mutually agreeable meeting schedule and in-class support.
• Attend sessions punctually and notify you of any changes to the schedule.
• Assist you while maximizing your independence.
• Avoid taking on extra roles (e.g., counsellor or personal care attendant) unless instructed by ADR to do so.
• Report difficulties to your learning specialist so that they can be resolved.

If standard print is inaccessible to you, we can convert your academic documents (e.g., textbooks, handouts, course outlines, quizzes, tests, exams) to a wide range of alternate formats including large print, electronic text (e-text), braille and tactile graphics.

If an accessible, commercial version of your material is already available, we advise you to purchase that version instead.

Your responsibilities

• Let us know if you would like your materials in an alternate format and which format works best for you.
• Obtain copies of the materials and submit them to us so that we can convert them.
• To request a textbook in electronic format, please use the instructions on myPortal.

• Check your email regularly after submitting the request or materials. We let you know by email when the alternate format documents are ready for you. Electronic textbooks are sent through WeTransfer, and the links expire after 30 days.
• Alert us immediately if we need to change your alternate format materials so they are ready for you when classes begin.
• Purchase copies of your textbooks. Our agreement with publishers allows us to provide alternate format versions, but only if you purchase the material first. Please respect this agreement.

Our responsibilities

• Convert or edit digital publisher materials that are inaccessible to you including seeking required permission.
• Ensure our procedures comply with applicable legislation and license agreements.
• Advise on external sources for alternate format materials (e.g., Recordings for the Blind and Dyslexic, CNIB Edmonton, Edmonton Public Library).
• Collaborate with instructors and the MacEwan Library to ensure mêskanâs and eReserve materials are accessible to you.
• Contract with external sources to provide specialized formats such as Nemeth and Music Braille.
• Send a WeTransfer link via your MacEwan email as soon as your materials are ready.
• Make alterations to the materials we’ve converted if some part of them is still inaccessible to you.
• Discuss requests for accessible material other than texts if applicable.
• Communicate delays and processing times when necessary. Alternate format versions of texts can take up to four weeks depending on when we hear back from the publisher.

Typically, you should receive your alternative format within seven business days. We sometimes need to reach out to the publisher, where the alternative format may take up to four weeks or longer. This is based on the title’s availability and the publisher’s responsiveness. If we are unable to obtain a digital version from the publisher, there is an option to have the book scanned and edited. This process can be time-consuming as it involves other departments in the university. Please submit your alternate format requests as soon as possible to prevent delays.

Note

Access and Disability Resources does not source audiobooks for texts. The alternative format team does their best to obtain PDF copies of the requested text for use with your assistive technology. Braille materials may take two to four months to provide.

If you’ve experienced any of the following situations, you may benefit from an audio recording accommodation. Lecture audio recordings can be listened to later to ensure you have comprehensive notes.

• You are unable to write quickly and efficiently enough to take your notes.
• You have chronic pain or discomfort that causes you to adjust your body position frequently, which results in interruptions to note-taking or to your ability to concentrate.
• You can’t access visually presented material.
• You experience concentration challenges that make it difficult to take adequate notes.

This list is not comprehensive; if you experience other barriers, please let us know.

About recorded lectures

If you and your learning specialist decide that recorded lectures can reduce your educational barriers, you must read the Lecture Recording Bulletin and follow your responsibilities when using this accommodation.

Your responsibilities

• Let your learning specialist know if you have challenges taking adequate notes or sustaining attention during lectures.
• Review the Lecture Recording Bulletin before recording class lectures.
• Obtain and use a recording device in conjunction with the Lecture Recording Bulletin and student responsibilities.

Our responsibilities

• Discuss the options for recording class lectures as an accommodation.
• Provide you with the Audio Recording Bulletin.
• Provide you with technology and training to audio record lectures.
• Participate in discussions if your instructors have questions.

Communication Access Real-Time Translation (CART) captioners use stenographic technology to display captions of your lecture on your laptop. The captioner is not on site with you but provides service remotely, relying on what they hear via the speaker’s microphone. CART services are available to MacEwan students with hearing disabilities or those who experience communication challenges and require captions during the lecture.

How to request CART services

1. Register with ADR.
2. Meet with your learning specialist to request services and be referred to the deaf services coordinator two to four months before the start of term.
3. Complete relevant funding applications with your assigned learning specialist.
4. Provide your class schedule to your learning specialist and the deaf services coordinator at least one month before classes begin.
5. Notify your learning specialist and the deaf services coordinator of any class or schedule changes.
6. Provide at least one week’s notice if you require CART services for out-of-class activities such as group projects or office hours.
7. Attend training and orientation sessions to learn how to use CART services.
8. Use CART transcripts only for your individual educational purposes.

When meeting with the deaf services coordinator

• Be prepared to share your course schedule and prior experiences with CART services, if any.
• Outline other services or devices that are helpful when obtaining information and participating in conversations.

Note

The deaf services coordinator does the following:

• Schedule CART services as efficiently as possible.
• Provide your instructors with orientation material regarding CART services and the role of the captioner.
• Assist the captioner with course preparation including gaining access to materials such as textbooks, course outlines, mêskanâs content and library resources.
• Liaise between you, the captioner and your instructors.
• Communicate frequently with the captioner about scheduling, concerns and relevant MacEwan information.
• Provide support and feedback to the captioner if required.
• Provide a safe workplace in accordance with relevant MacEwan policy.

How to use CART services

Be sure to arrive at least 10 minutes early for class to set up the service. Here is how you set up the CART service:

1. Turn on your computer.
2. Start your web browser.
3. Connect the wireless receiver.
4. Give the wireless microphone to your instructor.
5. Log in to the service provider’s webpage and select your class.
6. Activate the audio connection.
7. Receive a message from the captioner to confirm that the connection is working.
8. Advise the captioner when the terminology or transcription is unclear.
9. Shut down the computer and the microphone when class has ended.
10. Ensure you get the microphone back from the instructor/speaker.
11. Check your email at the end of each day to receive your transcripts.

When working with CART captioners

• Captioners do not participate in classroom activities or take on other roles such as tutoring, counselling or note-taking.
• Notify the deaf services coordinator and your learning specialist of any issues that may arise and participate in the resolution process.
• Notify the captioner and deaf services coordinator when you’ll be late for class or absent. Try to provide at least 48 business hours’ notice if you need to cancel services.
• When a class or lecture begins, and you have not yet arrived or have not informed the captioner that you will arrive late, note that the captioner will wait:
  • 15 minutes for a 50-minute class
  • 20 minutes for a 90-minute class
  • 30 minutes for a class longer than 90 minutes

Note

If you cancel CART services with less than 48 hours’ notice on more than two occasions, you must meet with your assigned learning specialist to discuss service delivery. CART services may be suspended until you meet with the learning specialist.

CART captioners and agencies commitments

• Abide by the NCRA Code of Professional Ethics for CART and Broadcast Captioners.
• Troubleshoot technical problems.
• Provide you and your instructor with orientation and training when necessary.
• Liaise with you and others to ensure things are running smoothly.
• Prepare for each class by obtaining the required course material and reviewing and entering new terminology into their database.
• Set up at least 10 minutes before each class starts.
• Notify you when the audio connection has been established.
• Follow the intention of the speaker at all times to provide you with the best possible understanding of your educational environment.
• Transmit everything as intended even if the captioner disagrees or feels uncomfortable with the information.
• Ensure that the on-screen content matches the environment including laughter, a knock at the door and other relevant background information.
• Refrain from taking on other roles such as tutor, counsellor, note taker or participant.
• Provide you with an edited version of the transcript at the end of each day.
• Accept full responsibility for the quality of the transcripts.
• Solicit your feedback concerning CART services.
• Contact the deaf services coordinator if there are any problems with the technology or other concerns.
• Notify ADR (your assigned learning specialist and the deaf services coordinator) if CART services are not required as scheduled.
• Keep information regarding CART assignments confidential.
• Balance the CART writing role with maximizing your independence.

Interpreting services are offered to MacEwan students who use signed language as a preferred means of communication due to a disability.

How to request interpreting services

1. Register with ADR.
2. Meet with your learning specialist to request services and be referred to the deaf services coordinator two to four months before the start of term.
3. Complete relevant funding applications with your learning specialist.
4. Provide your term schedule to your learning specialist and the deaf services coordinator at least one month before classes begin.
5. Notify your learning specialist and the deaf services coordinator of any schedule changes.
6. Provide at least one week’s notice if you require interpreter services for out-of-class activities such as group projects.
7. Discuss any language and interpreter preferences with the deaf services coordinator.

When meeting with the deaf services coordinator

Make sure that you arrive prepared to share:

• your course schedule
• your language or interpretation preferences (ASL, signed English, etc.)
• interpreter preferences in relation to MacEwan’s roster of qualified interpreters

Note

The deaf services coordinator does the following:

• Schedule interpreter assignments as efficiently as possible while considering the following:
  • team interpretation when required
  • continuity of interpreters throughout your degree
  • interpreter availability
  • your preferences
  • interpreter abilities and background
• Provide your instructors with orientation material regarding your specific environmental barriers, ADR services and the role of interpreters.
• Assist interpreters with course preparation including accessing materials such as textbooks, course outlines, mêskanâs content and library resources.
• Liaise between you, the interpreters and the teaching faculty.
• Communicate frequently with the interpreters concerning scheduling, interpreting concerns and relevant MacEwan information.
• Provide support and feedback to the interpreters if required.
• Provide a safe workplace in accordance with relevant MacEwan policy.

When working with interpreters

• Discuss language and sign choice preferences.
• Interpreters do not participate in classroom activities or take on other roles such as tutoring, counselling or note-taking.
• Notify the deaf services coordinator and learning specialist of any issues that may arise and participate in the resolution process.
• Notify the interpreters and the deaf services coordinator when you’ll be late for class or absent. Try to provide at least 48 business hours’ notice if you need to cancel interpretation services.
• When a class or lecture begins, and you have not yet arrived or have not informed the interpreters that you will arrive late, note that the interpreters will wait:
  • 15 minutes for a 50-minute class
  • 20 minutes for a 90-minute class
  • 30 minutes for a class longer than 90 minutes

Note

If you cancel interpreter services with less than 48 hours’ notice on more than two occasions, you must meet with your assigned learning specialist to discuss service delivery. Interpreter services may be suspended until you meet with the learning specialist.

Interpreters commitments

• Abide by the Canadian Association of Sign Language Interpreters (CASLI) Code of Ethics and Guidelines for Professional Conduct.
• Work for the duration of the assigned time and provide two weeks’ notice for permanent schedule changes.
• Obtain the required readings for each course.
• Prepare for each class by reviewing lecture material, spending time with you and the interpreter team to discuss sign choices, introducing themselves to your teaching faculty and negotiating conditions for interpreting services.
• Contact your learning specialist and the deaf services coordinator if there are any difficulties.
• Arrange substitutes, if necessary, who possess the skills and background to interpret the coursework or materials and notify the deaf services coordinator for confirmation.
• Alert us immediately if any changes need to be made.
• Arrive at the classroom on time.
• Inform students when the interpreter will be late or absent.
• Contact the deaf services coordinator when interpreting services are not required as scheduled.

If you’ve experienced any of the following situations, you may benefit from a peer note-taker.

• Classroom lectures take place too quickly for you to write your own notes.
• You have to adjust your body position frequently due to pain or discomfort, which interrupts note-taking.
• You have to focus all of your attention on listening, attending to an interpreter or reading notes via the CART captioner because you’re unable to hear the instructor, which leaves you unable to take notes.
• You cannot clearly see the PowerPoint slides or the whiteboard.
• You have concentration challenges that make it difficult to listen and take notes simultaneously.

This list is not comprehensive; if you experience other barriers, please let us know.

Guidelines for using a note-taker

If you and your learning specialist decide that you need a peer note-taker, you will be granted a formal accommodation. Here are some guidelines:

• Recruit a peer note-taker plus a back-up note-taker. By having two regular note-takers, you  receive more accurate and comprehensive notes. The back-up note-taker is in place in case your primary note-taker is unable to attend class.
• Generally, peer note-takers send you notes electronically; however, you can choose to take a photo of the notes or photocopy them.

Your responsibilities

• Let your learning specialist know if you have challenges when taking notes, accessing lecture notes in the classroom or sustaining attention during lectures.
• Recruit peer note-takers early in the term, preferably on the first day of class. There are two approaches to finding peer note-takers:
  1. Make an announcement to the entire class. This increases the chances of finding volunteer note-takers right away. If you’re uncomfortable doing so, you can ask your professor to make an announcement on your behalf.
  2. Ask one or two students privately if they would like to volunteer.
• Share peer note-taker tips with your volunteers (see below).
• Exchange contact information with peer note-takers.
• Collaborate with peer note-takers if you have suggestions on how to make the notes work best for you.

Our responsibilities

• Explore options with you for accessing lecture notes.
• Help you recruit peer note-takers if needed.

Peer note-taker responsibilities

• Exchange contact information with you.
• Attend class regularly.
• Send you electronic copies of the notes if they use a laptop.
• Notify you if they’ll be absent from class.
• Collaborate with you if you have concerns about the notes.

Tips for peer note-takers

• Record the course name and date on the first page.
• Number each page.
• Write legibly.
• Watch for typos.
• Provide blank space in case additional notes need to be added later.
• Use accurate spelling to the best of your ability.
• Organize the notes logically.
• Be as consistent as possible when formatting the notes.
• Write down as much relevant material as you can.

If the study skills you’ve used in the past no long work for you or if you want to improve and adapt your current skills to meet the demands of your coursework, support is available. Ask your learning specialist for help with academic strategies or request a referral to an accessibility assistant for study schedules and resources.

Possible areas for skill and strategy improvement include the following:

• organization
• time management
• note-taking
• reading comprehension
• writing
• studying
• test-taking
• memory
• approaching assignments

Your responsibilities

• Explore options with your learning specialist to improve learning skills.
• Schedule appointments for academic strategy instruction or follow-ups as needed.
• Be prepared with specific concerns and questions before each meeting.
• Bring all required materials to the meeting such as lecture notes, course textbooks and assignment criteria.

Our responsibilities

• Meet with you to discuss the learning challenges that you are experiencing and suggest available strategy options.
• Encourage you to develop an understanding of the interaction between your learning challenges and your environment, which can lead to improved self-concept and self-advocacy.
• Keep up with new research concerning effective learning strategies so that we can offer you the best possible service.

When applying to MacEwan University, you are required to meet standard admission requirements and follow standard admission procedures. Access and Disability Resources (ADR) can assist you if any part of the standard application process is not fully accessible to you. For example, when writing a placement or entrance exam, we may be able to arrange exam accommodations.

If you would like accommodations for any part of the application process, contact us in advance. We can discuss your needs and plan accordingly.

Contact ADR

Many programs at MacEwan University have a field or clinical placement component. If your placement presents barriers, we can help with the following:

• requests for workplace furniture rearrangement to ensure wheelchair accessibility
• schedule changes to accommodate personal care and transportation needs
• access to assistive technology for reading and writing tasks
• interpreter services (see details in the In-class accommodations section on this page)
• CART captioning services (see details in the In-class accommodations section on this page)

Your responsibilities

• Let us know about potential barriers in the field placement or clinical environment.
• Participate in a discussion with all relevant university, clinical and field placement staff to determine which accommodations and technologies can address your barriers.
• Obtain a source of funding for the accommodations, if available. Your learning specialist can discuss this with you if relevant.
• Ensure fitness to practice.

Our responsibilities

• Consult with you concerning barriers, accommodations and technologies for your clinical or field placement.
• Meet with you and relevant program staff to develop an accommodation plan if needed.
• Visit the field or clinical placement site to arrange accommodations if applicable.
• Assist you in finding funding for accommodations and technologies if available.
• Implement and monitor your accommodation plan.

If you have been prescribed medication that causes side effects that impact your education, you may request accommodations for the duration that you are taking the medication. Examples of situations which may need accommodating include the following:

• splitting an exam between two days so that you can use medication with impairing side effects
• science lab accommodations if you are handling hazardous materials

Your responsibilities

• Let your learning specialist know if you need accommodations related to your prescription medication use.
• Provide relevant documentation as requested by the learning specialist.
• Comply with the law as it pertains to your use of prescription medication.
• When participating in on-site work-integrated learning placements, field placements or clinical placements, comply with the placement agency’s policies with respect to prescription medication use.

Our responsibilities

• Consult with you to determine what accommodations, if any, you may need.
• Provide you with Security Services contact information in case you feel unsafe while using prescription medication on campus.
• Provide you with forms related to prescription medication use if needed.

If you require extra time to complete academic tasks for reasons related to your disability or medical condition, you may be considered a full-time student with a reduced course load. If this is the case, you may be entitled to the following:

• student aid funding for full-time students
• consideration for scholarships and awards that typically require full-time status
• student health and dental benefits, which are usually only available to full-time students

Helpful definitions

Here are some generally accepted definitions you may want to become familiar with. Credits for each course load may vary by term and program. Be aware that some funding sources may define these terms differently.

• full-time course load: 60% or more of a regular course load
• part-time course load: less than 60% of a regular course load
• reduced course load: considered full-time for eligible students with disabilities enrolled in anything from 40% to 59% of a regular course load

At MacEwan, a full-time course load is typically 9 credits or more per term in Fall or Winter terms, and 6 credits or more in the Spring or Summer terms.

Your responsibilities

• Let us know if you need a reduced course load at the beginning of each semester.
• Participate in a discussion with us about whether a reduced course load is an appropriate choice.
• Inform your learning specialist if you drop below 40% of a full-time course load or if you were in a full-time course load and plan to drop to a reduced course load.

Our responsibilities

We review your situation to establish whether a reduced course load is appropriate. If so, we do the following:

• Provide you with information on getting an accurate T2202 form for tax purposes.
• Support you in ensuring your enrolment and records are up to date each term.
• Educate other university departments regarding reduced course load accommodations so that you can be considered a full-time student.
• Develop an extended program plan with program staff upon your request or the program's request.
• Document that information in the following locations:
  • your individual service plan (ISP)
  • any relevant Alberta Student Aid applications for disability-related educational supports
  • the MacEwan University Student Information System (myStudentSystem)
  • the Office of the University Registrar so that they can assess full-time fees

Plans to study abroad or go on an exchange might come with barriers that require accommodations. Connect with your learning specialist at least three months before your program to discuss any concerns. Together, we review your situation and help create a plan that supports your experience.

If you need assistance mastering or understanding course-specific content due to a disability, you can speak with your learning specialist about tutoring.

Access and Disability Resources do not provide tutoring services, but we can support you in finding a tutor by doing the following:

• Provide information about options for accessing extra help on campus.
• Provide information about tutor registries in the community.
• Provide information about how to find a tutor, establish a contract and track services.
• Help you access grant funding for tutoring services if applicable to your situation.