3. After documentation is reviewed, you will be contacted for an intake appointment with an ACSD advisor.
Please note: Due to high volumes, there may be a delay of two weeks or more for an intake appointment.
While we understand that your situation may be time sensitive, potential accommodations will only start after your intake appointment.
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):
Attention deficit disorder
Autism spectrum disorder
Chronic medical conditions
Mental health conditions
Other neurodevelopmental disorders
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 e-mail us at firstname.lastname@example.org with your full name, Concordia ID, and attach required documents (see below) as soon as you have accepted your offer of admission.
Current students Registration is also available to all current Concordia students with sufficient documentation. If you previously registered with the ACSD and are returning to Concordia after some time away, please contact email@example.com or your ACSD advisor with your full name, Concordia ID, and required documents (see below) to check the status of your registration.
How to register with us
To register with the ACSD, please send us an email at firstname.lastname@example.org and attach the required documents (see below).
Our team will contact you to book an appointment with an ACSD advisor. We will discuss how we can reduce barriers together and potentially set up an individualized accommodation plan for you.
In order to register with us, we need documentation with a clear statement of diagnosis along with the signature and contact information of a medical professional issuing the documentation.
Below are examples of documentation by disability category:
Learning disability: A psycho-educational assessment or neuropsychological report
Attention deficit disorder: A psycho-educational assessment or neuropsychological report and/or a medical assessment
Medical conditions: A recent medical note or assessment which includes a diagnostic statement and/or a description of the functional limitations
Mental health conditions: Recent documentation which includes a diagnostic assessment or impression and a description of the functional limitations
Information for referring professionals
If you are a professional who is working with or has assessed the student, here are documentation guidelines to support the student’s request for services and academic accommodations.
Documentation provided by referring professionals should:
Be submitted on letterhead
Include the practitioner's name, title, phone/fax, mailing, and email addresses and signature
Indicate the length of time the student has been under the practitioner's care
Describe the nature of the medical condition/disability, along with a detailed explanation of its functional impact on academic performance, functioning or participation in academic activities
Provide sufficient detail so that appropriate academic accommodations can be determined
Include relevant test results
Identify side effects of medications that may adversely affect academic performance or participation
If the take-home exceeds the expected completion time by 100% then additional time will not be applied. Please communicate with your professor if you have any additional questions about this.
For example, if your professor assigns a take-home exam that is designed to be completed in 3 hours, and the entire class is given 24 hours to complete it, additional time would not necessarily be provided. The 24-hour window already encompasses the extra time.
For Fall 2020, we will be holding virtual drop-in sessions via Zoom on Thursday mornings. The drop-in sessions have been designed as an open-group discussion forum, either focusing on a specific theme, or as open discussions with Q&A format. Drop-ins are only open to registered ACSD students. Look out for our email invites with the Zoom meeting information!
Information for referring professionals
Assessment and report guidelines for learning disability (LD) and attention deficit hyperactivity disorder (ADHD)
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.