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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

Guidelines for Teaching Students with Disabilities

Student Accessibility Services provides support for our students with physical, medical, psychiatric, neurological and/or learning disabilities. The support and services provided by our office are designed to enable students with disabilities to fully participate in all aspects of their academic environment.

Disabilities range in their effect on an individual, and students vary in their skills and coping mechanisms. It is therefore important for faculty, students, and learning strategies counsellors or accessibility advisors to work together to identify the most suitable method of accommodation, while upholding the integrity of academic programs.

General guidelines

General guidelines

General guidelines

  • Give students access to copies of lectures, whenever possible, so they will have time to process the information prior to the lecture.
  • Make sure course outlines clearly state all expectations, including assignment due dates, quiz and test dates, readings, and the grading breakdown. It can be crucial for some students to have access to outlines before registration so they can make a more realistic judgment about their courses and workload. It could take many weeks for Student Accessibility Services to receive electronic versions of texts and readings, so it is important to have the course syllabus and reading list available early.
  • Reinforce main ideas. Give cues to the student that particular information is important. Review key concepts frequently to ensure they are understood.
  • Use a multi-modal approach to teaching, as everyone processes information differently. Combine lecturing with visual reinforcements, demonstrations, concrete examples or personal anecdotes. Be sure to explain PowerPoint figures or diagrams, and how they relate to the material being taught.
Instructional accommodations

Instructional accommodations

Instructional accomodations

Reasonable accommodations can usually be made to course requirements that will benefit the majority of the student body—including individuals with disabilities—without compromising any of the key structural components or essential requirements of a course. Faculty members can ask themselves the following questions regarding the program, course and instruction, to determine what accommodations are best for each student:

  • How might equipment and other resources be used to enhance learning opportunities?

  • What academic skills must be demonstrated?

  • What alternative methods of instruction could be used to present essential program or course components?
  • What methods of instruction are non-negotiable? Why?
  • What skills will be needed in this field after graduation?

  • What specific knowledge, principles or concepts must be mastered?

Laboratory accommodations

Laboratory accommodations

Laboratory accommodations

Laboratory situations can be particularly challenging for a student with a disability. Here are some accommodation suggestions:

  • Accompany demonstrations with detailed descriptions.

  • Assign the person with a disability a lab partner or buddy. Arrange for an orientation of the lab layout in advance of the session if warranted.

  • Ensure your face is visible to students who are deaf or hard of hearing when giving explanations or demonstrations.

  • Label equipment, instruments, and chemicals in large print or Braille for students with visual disabilities.

  • Provide accessible lab and computer equipment, such as a height-adjustable table.

  • Provide lab manuals and other materials in advance, or in print or accessible format if required.

Evaluating academic performance

Evaluating academic performance

Evaluating academic performance

Accommodations are not meant to provide an advantage for the student; rather, they are meant to help the student compensate for the effects of their disability. Therefore, the evaluation of a student's performance may require adjustments to the evaluation method.

In determining the essential evaluation components of a course, it is important to look at the following questions:

  • What methods of assessing performance are absolutely necessary? Why?

  • What alternative methods of evaluation could be considered for assessing essential outcome variables?

Frequently used examination accommodations include:

  • Extra time to read, write or process test material.

  • The use of a computer, assistive software, a scribe or a reader to complete test questions.

Student Accessibility Services Faculty Portal