After documentation is reviewed, you will be contacted for an intake appointment with an ACSD Advisor.
There could be up to a 5-day delay prior to an intake appointment being booked.
Deadlines to complete an intake appointment to access accommodations for final exams
Summer I: June 3, 2022
Summer II: July 29, 2022
After registering with the ACSD, there could be up to a 5-day delay for the set-up of your exam accommodations. Deadlines for each step must be met for your accommodations to be set in time for your final exams. While we understand that your situation may be time sensitive, potential accommodations will only start after your intake appointment. Please send in your documentation ASAP.
Please note that all ACSD intake appointments will be conducted virtually.
Follow-up appointments can be either virtual or in-person, to be discussed and scheduled with your advisor.
We will not be holding in-person drop-in sessions at this time. Please see our workshop schedule for upcoming Q&A sessions.
Who can register with us
Students with a variety of disability conditions can register with us. Some examples are impairments related to hearing, mobility, and vision. Other conditions can include (but are not limited to):
Mental health conditions (for example: Generalized Anxiety Disorder, Major Depressive Disorder, Bipolar Disorder, Schizophrenia, Post Traumatic Stress Disorder, etc.)
Other neurodevelopmental disorders (for example: Down Syndrome, Intellectual Disability, Global Developmental Delay, etc.)
We can also provide services and accommodations to students with temporary disability conditions that are generally the result of illness or injury.
Newly admitted students Registration is available for newly admitted students. If you have previously received accommodations at your high school, college, CEGEP or university, please email us at firstname.lastname@example.org with your full name, Concordia ID and attach required documents as soon as you have accepted your offer of admission.
A Learning Disability is established through the administration of a psycho-educational assessment. This is generally carried out by a psychologist with expertise and training in these assessments. This includes the administration of valid standardized tests that confirm the likelihood of the condition.
Testing should be comprehensive and include both aptitude and achievement testing.
It is important that all evaluation measures used in the report be reliable, valid and age-appropriate and that the most recent edition of each measure is used. Scores should be reported as standard or scaled scores, as applicable, and/or as percentile ranks.
While qualitative categorizations such as "average" and "below average" are helpful, actual score data are needed as objective evidence of the functional limitations. These identified limitations should be supported across several tests within the battery of tests used. It is important that the evaluator not base the entire diagnosis of the disability on a single subtest or a single discrepancy measure.
Achievement testing, should be viewed through the lens of the student’s intellectual and processing abilities, and should demonstrate a substantial limitation to learning, not merely a relative weakness.
A clinical summary that recaps the most important points of the report and synthesizes the key findings is very helpful. This should reiterate evidence that the requested accommodations are grounded in objective data, in addition to clinical observations and judgment. Evaluators should reach conclusions that are logical and supported by the data, as well as by their clinical judgment.
Any diagnosis must be justified by the test results.
Recommendations should be tailored to the individual, and each accommodation recommended by the evaluator should be tied to specific test results and clinical observations.
The report must include a clinical and educational history, a clinical commentary on test behaviors, test results, conclusions and recommendations for accommodations.
Identification of ADHD is generally a two-fold procedure:
A behavioral assessment by a medical doctor (MD), who may or may not prescribe medication
A psycho-educational assessment by a psychologist with expertise in identifying the condition. This includes the administration of standardized tests that confirm the likelihood of the condition (please see details outlined above in the section on LD assessments)
Documenting medical conditions
Below are guidelines for documentation of chronic medical conditions, vision, mobility, hearing, hand or coordination impairments, Autism Spectrum Disorder and other Neurodevelopmental Disorders, as well as any other health-related conditions.
The assessment and diagnosis of a mental health condition must be performed by a licensed mental health professional, such as a psychiatrist, a medical doctor, or a psychologist.
The documentation must be on letterhead and include the professional’s credentials and contact information. It should include:
Relevant medical history
How the mental health condition might affect academic performance, functioning or participation in academic activities
Information on current treatment
Current medication and how that medication might affect academic performance, functioning or participation in academic activities
The diagnosis must be thorough enough to support the accommodations being considered or requested. The provision of all reasonable accommodations and services is assessed based on the current impact of the disability on academic performance.
The diagnostic evaluation must have been completed within the last year.