Exam accommodations

Exam accommodations are reasonable changes to the testing circumstances that allow students to demonstrate their academic ability and fulfill bonafide course requirements.

For example, students may have extra time, access to a computer or assistive software for writing, a scribe or specialized furniture.

All exam accommodations adhere to the Concordia Academic Code of Conduct and students are expected to fulfill learning goals in each course.

The ACSD will send you letters of accommodations (LOAs) at least once a month. You can also access these LOAs from your faculty portal. Letters of accommodation will provide you with a list of students registered with the ACSD in each of their courses, along with individual students’ accommodated times.

Questions about exams? Contact the ACSD exams team at acsdexam@concordia.ca or call 514-848-2424 ext. 3525.

In-person exams

New - Fall 2021: Professors, course lecturers and instructors are asked to provide the ACSD Exams Team with their upcoming exams information, excluding for finals. Exam information includes the submission of date(s) and time(s) of tests, quizzes, and midterm exams.

This new process is more equitable for students registered with the ACSD. 

To submit your exams information:

1. Complete the Exams Information Form at least 10 days before the exam date. The form gives you the flexibility to add as many tests as you would like and submit all the information simultaneously.

2. After you submit the form, you will receive an email confirmation from the ACSD Exams Team explaining the further steps, including options for submitting exams and ways to receive the completed exams.

Online exams

At least once a month, the ACSD sends out automated letters of online exam accommodations to faculty informing them of students registered with the centre in their classes.

We ask that you adjust test times to accommodate students with disabilities for Moodle-based exams, or exams on department-specific software. This can be accomplished by changing individual students’ test times, or by extending times for the class as a whole.  

To set up students’ accommodated time on online exams:

Extensions on assignments

How does this accommodation work?

Students meet with an ACSD advisor to discuss their academic barriers and to review their documentation. If this accommodation is pertinent based on the information provided, it may be added to the students’ accommodation plan.

Students are informed about the following conditions of the accommodation:

• Extensions are requested occasionally, on a case-by-case basis. 
• Students are encouraged to share their Letter of Accommodation (LOA) with their instructors and to inform them about their accommodation plan at the beginning of the term and when requesting an extension.  
• Extensions should be requested as soon as possible, before the due date. 
• Students and professors will agree on the length of the extension. Typically, it is between 1 and 5 days depending on the students’ needs and on the course requirements and goals. 

Concordia is committed to the inclusion and participation of students with disabilities. Instructors should receive the students’ request in good faith.

• The accommodation request should not be refused unless it significantly interferes with the academic standards of the course.
• Students are not required to present documentation to instructors or to disclose their disability to receive accommodations. If instructors have any questions or concerns, they should contact the student’s ACSD advisor. 

Who receives this accommodation and why is it important? 

• Students with a chronic medical condition with symptoms that fluctuate, leading to unpredicted periods of exacerbation. Examples: Chron’s Disease, Cystic Fibrosis, multiple sclerosis, cancer, etc.
• Students who undergo medical treatments that leave negative side effects. Examples: Medications, surgery, and other medical procedures.
• Students with psychiatric disabilities with symptoms that worsen during some periods of time. Examples: Major depressive disorder, bipolar, schizophrenia, panic disorder, etc.
• Students who work with service providers or assistive technology that need time to be set up, used, or coordinated. Examples: services of a scribe, interpreter, dictation software, etc.

During periods of crisis or flare ups, students may experience fatigue, low stamina, pain, cognitive impairment (inability to concentrate, slow information processing, difficulty reasoning, poor memory, etc.) physical discomfort, and feelings of acute distress, among others.

Proving flexible deadlines allows students to show their capacities and mastery of the course material without being penalized for the effects of their disability conditions. This practice cultivates inclusivity and equal opportunities for students to succeed.

• For more information about inclusive teaching practices, you can read about Universal Design for Learning (UDL)

Students who need extensions on assignments for other reasons, such as difficulty staying organized, managing their time, or having challenges with the course material, are advised to contact Learning Services or their ACSD advisor.