Student Accommodation
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Transcript of Student Accommodation
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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