Accommodations and Services

If standard print is inaccessible to you, we can convert your academic documents, such as textbooks, handouts, quizzes, tests, exams and course outlines, to a wide range of alternate formats, including large print, electronic text (E-text), Braille and tactile graphics.

If an accessible, commercial version of your material is already available, we advise you to purchase that version instead.

Your responsibilities

• Let us know if you would like materials in an alternate format and which format works best for you.
• Obtain copies of the materials (textbooks, course outlines, handouts and so on) and submit them to us so we can convert them. 
  • To request a textbook in electronic format through myPortal.MacEwan.ca, access the Support > Access and Disability Resources page and click on " Request for Alternate Format Text Material."
  • For other materials or formats, email us at alternateformat@macewan.ca to make arrangements. 
• Check your email regularly after submitting the materials. We let you know by email when the alternate format documents are ready for you. Note that electronic textbooks are sent through WeTransfer and the links expire after seven days.
• Alert us immediately if we need to make any changes to your alternate format materials so they are ready for you when classes begin.
• Purchase copies of your textbooks. Our agreement with publishers allows us to provide alternate format versions, but only if you purchase the material first. Please respect this agreement.

Our responsibilities

• Convert and/or edit digital publisher materials that are inaccessible to you, including seeking required permission.
• Ensure our procedures comply with applicable legislation and license agreements.
• Advise of external sources for alternate format material (for example, Recordings for the Blind and Dyslexic, CNIB Edmonton, Edmonton Public Library).
• Collaborate with instructors and the MacEwan Library to ensure Blackboard and eReserve materials are accessible to you.
• Contract with external sources to provide specialized formats such as Nemeth and Music Braille.
• Send a WeTransfer link via your MacEwan email as soon as your materials are ready.
• Make alterations to the materials we’ve converted if some part of them is still inaccessible to you.
• Discuss requests for accessible material other than texts, if applicable.

If you've experienced any of the following situations, you may benefit from a peer note taker. Note that this list is not comprehensive. If you experience other barriers, please let us know.

• Classroom lectures take place too quickly for you to write your own notes.
• You have to adjust your body position frequently, due to pain or discomfort, which results in interruptions to note taking.
• You have to focus all of your attention on listening or attending to an interpreter or reading notes via the CART captioner because you’re unable to hear the instructor, which leaves you unable to take notes.
• You cannot clearly see the PowerPoint slides or white board.
• You have concentration/attention challenges that make it difficult for you to listen and take notes simultaneously.

Using a note taker

If you and your learning specialist decide that you need a note taker, you will be assigned an accessibility assistant (AA) to help you put this accommodation in place. Here are some guidelines:

• Recruit at least two note takers plus a back-up note taker. By having two regular note takers, you will receive more accurate and comprehensive notes. The back-up note taker is in place in case either of your primary note takers are unable to attend class.
• Generally, peer note takers send you notes electronically; however, you can choose to take a photo of the notes or photocopy them. 

Your responsibilities

• Let us know if you have challenges when taking notes, accessing lecture notes in the classroom or sustaining attention during lectures. You can let us know during your initial meeting with a learning specialist or after classes have started.
• Recruit peer note takers early in the term, preferably on the first day of class. There are two approaches to finding note takers:
  1. Make an announcement to the entire class. This increases the chances of finding volunteer note takers right away.
  2. Ask one or two students privately if they would like to volunteer. If you’re uncomfortable with making the request yourself, ask your instructor to do so on your behalf. You can also ask your AA for advice and support in finding peer note takers.
• Share peer note taker tips with your volunteers (see below).
• Exchange contact information with peer note takers.
• Collaborate with peer note takers if you have suggestions on how to make the notes work best for you.

Our responsibilities

• Explore options with you for accessing lecture notes.
• Help you recruit peer note takers, if needed.

Peer note taker responsibilities

• Exchange contact information with you.
• Attend class regularly.
• Send electronic copies of the notes to you (assuming they are using a laptop).
• Notify you if they’ll be absent from class.
• Collaborate with you if you have concerns about the notes.

Tips for peer note takers

Make sure you share these tips with your peer note takers:

• Record the course name and date on the first page.
• Number each page.
• Write legibly.
• Watch for typos.
• Provide blank space in case additional notes need to be added later.
• To the best of your ability, use accurate spelling.
• Organize notes in a logical manner.
• Be as consistent as possible when formatting the notes.
• Write down as much relevant material as you can.

If you've experienced any of the following situations, you may benefit from a recorded lecture. These recordings can be listened to later to ensure you have comprehensive notes. Note that this list is not comprehensive. If you experience other barriers, please let us know.

• You are unable to write quickly and efficiently enough to take your notes.
• You have chronic pain or discomfort that causes you to adjust your body position frequently, which results in interruptions to note taking or to your ability to concentrate on spoken word.
• You can’t access visually presented material.
• You have concentration/attention challenges that make it difficult for you to listen and take notes simultaneously.

Lecture Recording Bulletin

About recorded lectures

If you and your learning specialist decide that recorded lectures will reduce educational barriers, here are some things you need to know:

• You will meet with an assistive technology consultant who will help put this accommodation in place, teach you how to use the recording software or equipment and answer your questions.
• A range of recording options are available to you, depending on your course requirements and preferences. You may want to use a simple digital recorder or a more comprehensive piece of software like Audio Notetaker or a Livescribe SmartPen.
• You are required, as outlined in the Human Rights and Accommodation policy, to sign a recording agreement and make it available to your instructor in your student file.

Human Rights and Accessibility Policy

Your responsibilities

• Let us know if you have challenges when taking notes, accessing lecture notes in the classroom or sustaining attention during lectures. You can let us know during your initial meeting with a learning specialist or after classes have started.
• Sign the Audio Recording Permission Agreement before recording class lectures.
• Obtain and use a recording device.

Our responsibilities

• Discuss the option for recording class lectures as an accommodation.
• Ensure that you have understood and signed the corresponding agreement.
• Participate in discussions with instructors who have questions.

If you have experienced any of the following situations, you may benefit from having an accessibility assistant (AA) provide you support in the classroom. Note that this list is not comprehensive. If you experience other barriers, please let us know.

• You would benefit from descriptions of visually presented material during classroom activities.
• Assistance completing lab experiments or other in-class activities would provide you with greater independence and accessibility.

Your responsibilities

• Let us know if you require one-to-one assistance in the classroom. You can let us know during your initial meeting with a learning specialist or after classes have started.
• Meet with your accessibility assistant.
• Arrive on time to appointments and classes; if you expect to be late or absent, let your AA know right away.
• Understand that unless you’ve notified your AA that you’ll be late or absent, they will wait:
  • 15 minutes for a 50-minute class
  • 20 minutes for a 90-minute class
  • 30 minutes for classes longer than 90 minutes
• If you cancel access assistance services with less than 24 hours' notice (including absences), you may have to meet with your learning specialist, with the possibility of services being suspended until that meeting.
• Bring all required materials and clear instructions for your AA for each session or class.
• Discuss any changes with your accessibility assistant and/or learning specialist as soon as they come up.
• Report any difficulties to us so that we can resolve them.

Our responsibilities

• Discuss access assistance options with you.
• Help you apply for funding, if applicable.
• Recruit an accessibility assistant who can provide the support you need.
• Provide necessary orientation and instruction for your accessibility assistant.
• Liaise between you and your accessibility assistant, if necessary.

Accessibility assistant responsibilities

• Establish a mutually agreeable schedule for meetings and in-class support.
• Attend sessions punctually, notifying you of any changes to the schedule.
• Assist you while maximizing your independence.
• Avoid taking on extra roles (for example, counsellor or personal care attendant) unless instructed by ADR to do so.
• Abide by MacEwan University’s policies and procedures, particularly with respect to confidentiality.
• Report difficulties to your learning specialist so that they can be resolved.

Interpreting services are offered to MacEwan students who are D/deaf or hard of hearing and use signed language as a preferred means of communication.

To request interpreting services:

• Register with ADR.
• Two to four months before the start of term, meet with a Learning Specialist to make a request for services and be referred to the Deaf Services Coordinator.
• Complete relevant funding applications with your assigned Learning Specialist.
• At least one month before classes begin, provide your term schedule to your assigned Learning Specialist and the Deaf Services Coordinator.
• Notify your assigned Learning Specialist and the Deaf Services Coordinator of any schedule changes.
• Provide at least one week’s notice if you require interpreter services for out-of-class activities, such as group projects, etc.
• Discuss any language and interpreter preferences with the Deaf Services Coordinator.

When meeting with the Deaf Services Coordinator:

• Arrive prepared to share:
  • your course schedule,
  • your language or interpretation preferences (ASL, signed English, etc.), and
  • interpreter preferences in relation to the MacEwan roster of qualified interpreters.

The Deaf Services Coordinator will:

• Schedule interpreter assignments as efficiently as possible, while considering:
  • team interpretation when required
  • consistency/continuity of interpreters from term to term
  • interpreter availability
  • your preferences
  • interpreter abilities and background.

• Provide your instructors with orientation material regarding your specific environmental barriers, ADR services, and the role of interpreters.
• Assist interpreters with course preparation including: 
  • gaining access to materials such as textbooks, course outlines, mêskanâs content, library resources, etc.
• Liaise between you, the interpreters and teaching faculty.
• Communicate frequently with the interpreters concerning scheduling, interpreting concerns and relevant MacEwan information.
• Provide support and feedback to the interpreters if required.
• Provide a safe workplace in accordance with relevant MacEwan policy.

When working with interpreters:

• Discuss language and sign choice preferences.
• Note that interpreters do not participate in classroom activities, or take on other roles such as tutoring, counselling, or note-taking.
• Notify the Deaf Services Coordinator and Learning Specialist of any issues that may arise and participate in the resolution process.
• Notify the interpreters when you’ll be late for class or absent. Attempt to provide at least 48 business hours' notice if you need to cancel interpretation services.
• When a class / lecture begins, and you have not yet arrived or have not informed the interpreters that you will be arriving late, note that the interpreters will wait:
  • 15 minutes for a 50-minute class
  • 20 minutes for a 90-minute class
  • 30 minutes for a class longer than 90 minutes

Note: if you cancel interpreter services with less than 48 hours' notice on more than two occasions, you will be required to meet with your assigned Learning Specialist to discuss service delivery. Interpreter services may be suspended until you meet with the Learning Specialist.

Interpreters commit to:

• Abiding by the CASLI (Canadian Association of Sign Language Interpreters) Code of Ethics and Guidelines for Professional Conduct.
• Working for the duration of the assigned time (and will provide two weeks’ notice for permanent schedule changes).
• Obtaining required readings for each course.
• Preparing for each class by:
  • reviewing lecture material
  • spending time with you and the interpreter team to discuss sign choices, and
  • introducing themselves to your teaching faculty and negotiating conditions for interpreting services

• Contacting ADR / the Deaf Services Coordinator if there are any difficulties.
• Arranging substitutes, if necessary, who possess the skills and background to interpret the coursework/materials.
• Alerting us immediately if any changes need to be made.
• Arriving at the classroom on time.
• Informing you when they will be late or absent.
• Contacting us when interpreting services are not required as scheduled.

CART (Communication Access Real-Time Translation) writers (also called captioners) use stenographic technology to display on a laptop what is being said in spoken English. The CART writer is not on site with you but provides service remotely relying on what they hear via a microphone the speaker wears. CART services are offered to MacEwan students who are D/deaf or hard of hearing, or to those who experience communication issues and would benefit from reading the captioned text of what’s being shared in the classroom or lab environment.

To request CART services:

• Register with ADR.
• Two to four months before the start of term, meet with a Learning Specialist to make a request for services and be referred to the Deaf Services Coordinator.
• Complete relevant funding applications with your assigned Learning Specialist.
• At least one month before classes begin, provide your term schedule to your assigned Learning Specialist and the Deaf Services Coordinator.
• Notify your assigned Learning Specialist and the Deaf Services Coordinator of any schedule changes.
• Provide at least one week’s notice if you require CART services for out-of-class activities, such as group projects, etc.
• Attend training and orientation sessions to learn how to use CART services.
• Agree (in writing) that you will use CART transcripts only for educational purposes.

When meeting with the Deaf Services coordinator:

• Arrive prepared to share 
  • your course schedule and prior experiences with CART services if any. 
  • what other services or devices that are helpful when obtaining information and/or participating in conversations.
• Note: the Deaf Services Coordinator will: 
  • schedule CART services as efficiently as possible. 
  • provide your instructors with orientation material regarding CART services and the role of the CART writer. 
  • assist CART writers / the agency with course preparation including: 
    • gaining access to materials such as textbooks, course outlines, mêskanâs content, library resources, etc.
  • liaise between you, the CART writers/agency and teaching faculty. 
  • communicate frequently with the CART writers/agency concerning scheduling, any concerns, and relevant MacEwan information. 
  • provide support and feedback to the CART writers/agency if required. 
  • provide a safe workplace in accordance with relevant MacEwan policy. 

To utilize CART services:

• Arrive 10 minutes early for class to set up the service: 
  • turn on your computer 
  • start your web browser 
  • connect the wireless receiver 
  • give the wireless microphone to your instructor 
  • log into the service provider’s webpage and select your class 
  • activate the audio connection 
  • receive a message from the CART writer to confirm that the connection is working 
  • advise the CART writer when terminology or the message is unclear 
  • shut down the computer and microphone when class has ended 
  • ensure you get the microphone back from the instructor/current speaker 
  • check your email at the end of each day to receive your transcripts

When working with CART writers:

• Note that CART writers do not participate in classroom activities, or take on other roles such as tutoring, counselling, or note-taking.
• Notify the Deaf Services Coordinator and Learning Specialist of any issues that may arise and participate in the resolution process.
• Notify the CART writer/agency and Deaf Services Coordinator when you’ll be late for class or absent. Attempt to provide at least 48 business hours’ notice if you need to cancel services.
• When a class / lecture begins, and you have not yet arrived or have not informed the CART writer/agency that you will be arriving late, note that the CART writer will wait: 
  • 15 minutes for a 50-minute class 
  • 20 minutes for a 90-minute class 
  • 30 minutes for a class longer than 90 minutes 

Note: if you cancel CART services with less than 48 hours’ notice on more than two occasions, you will be required to meet with your assigned Learning Specialist to discuss service delivery. CART services may be suspended until you meet with the Learning Specialist.

CART writers/agencies commit to:

• Abide by the NCRA Code of Professional Ethics for CART and Broadcast Captioners.
• Troubleshoot technical problems.
• Provide you and your instructor, when necessary, with orientation and training.
• Liaise with you and others to ensure things are running smoothly.
• Prepare for each class by obtaining required course material and reviewing and entering new terminology into their database.
• Set up at least 10 minutes before each class starts.
• Notify you when the audio connection has been established.
• Follow the intention of the speaker at all times, to provide you with the best possible understanding of your educational environment.
• Transmit everything as intended, even if the CART writer disagrees or feels uncomfortable with the information.
• Ensure that the on-screen content matches the environment (including laughter, a knock at the door, and other relevant background information).
• Refrain from taking on other roles, such as tutor, counsellor, note taker or participant.
• Provide you with an edited version of the transcript at the end of each day.
• Accept full responsibility for the quality of the transcripts.
• Solicit your feedback concerning CART services. 
• Contact the Deaf Services Coordinator if there are any problems either with the technology or any other concerns.
• Notify ADR (your assigned Learning Specialist and the Deaf Services Coordinator) if CART services are not required as scheduled.
• Keep information regarding CART assignments confidential.
• Balance the CART writing role with maximizing your independence.

If you find that the study skills you’ve used in the past are no longer working for you or that you would like to improve on and adapt your current skills to meet the demands of your coursework, we can help. An academic strategist can work with you on an individual basis to identify your learning challenges and strengths. Possible areas of support include:

• Organization 
• Time management
• Note taking
• Reading comprehension
• Writing strategies
• Study skills
• Test-taking strategies
• Attention to task
• Memory
• Assignment breakdown

Your responsibilities

• Explore options with your learning specialist to improve learning skills. 
• Schedule appointments for academic strategy instruction.
• Be prepared with specific concerns and questions before each meeting.
• Bring all required materials to the meeting, such as lecture notes, course textbooks and assignment criteria.

Our responsibilities

• Meet with you to discuss the learning challenges that you are experiencing and suggest options for academic strategy instruction.
• Assist you to secure funding for the academic strategy instruction, if available.
• Provide you with Academic Strategy Instruction Guidelines so you have a clear idea of expectations for you and your strategist.
• Encourage you to develop an understanding of the interaction between your learning challenges and environment (this can lead to improved self-concept and self-advocacy).
• Keep up with new research concerning effective learning strategies, so that we can offer you the best possible service.
• Ensure the academic strategist assigned to you has expertise with meeting your specific needs. 

Academic strategist responsibilities

If you need assistance with mastering or understanding course-specific content, you may benefit from the services of a tutor.

Tutoring services are not provided by ADR, but we can support you in finding a tutor by:

• Providing you with information about options for accessing extra help on campus
• Providing information about tutor registries
• Helping you access grant funding for tutoring services if you are enrolled in post-secondary courses
• Providing you with information about how to find a tutor, establish a contract and track services

Many programs at MacEwan University have a field or clinical placement component. If your placement presents barriers, we can help with:

• Workplace furniture rearrangement to ensure wheelchair accessibility
• Schedule changes to accommodate personal care and transportation needs
• Access to assistive technology for reading and writing tasks
• Interpreter services (see details in the In-class accommodations section on this page)
• CART reporting services (see details in the In-class accommodations section on this page)
• Guidance from a learning specialist to help you decide which accommodations will work best for you

Your responsibilities

• Let us know about potential accessibility and/or environmental barriers in the field placement or clinical environment.
• Participate in a discussion with all relevant university and/or field placement staff to determine which accommodations and technologies can remove or accommodate those barriers.
• Obtain a source of funding for the accommodations, if available. We can discuss this option with you.
• Ensure fitness to practice.

Our responsibilities

• Consult with you concerning barriers, accommodations and technologies for your field placement.
• Meet with you and relevant program staff to develop an implementation plan.
• Visit the field placement or clinical placement site to arrange accommodations, if applicable.
• Assist you to find funding for accommodations and technologies, if available.
• Implement and monitor your accommodation plan.

If you plan to study abroad or go on an exchange, you might anticipate barriers that require accommodations. Contact your learning specialist at least three months in advance of a study abroad experience to discuss anticipated barriers and reasonable accommodations. We will review the full situation with you, including consultation with other people involved, to come up with a plan.

If you require extra time to complete academic tasks for reasons related to your disability, you may be considered a full-time student with a reduced course load. If this is the case, you may be entitled to:

• Alberta Student Aid funding for full-time students
• Consideration for scholarships and awards that normally require full-time status
• Student health and dental benefits that are normally available to full-time students only.Definitions

Here are some generally accepted definitions of terms you may want to become familiar with. Credits for each course load may vary by term and program. Be aware that some funding sources may define these terms somewhat differently. This should get you started, though.

• Full-time course load: 60% or more of a regular course load
• Part-time course load: less than 60% of a regular course load
• Reduced course load: considered to be full-time for students with disabilities carrying a 40 to 59 per cent course load

Your responsibilities

• Let us know if you need a reduced course load at the beginning of each term.
• Participate in a discussion with us about whether a reduced course load is an appropriate choice.

Our responsibilities

We will review your individual situation to establish whether a reduced course load is an appropriate choice. If so, we will:

• Document that information in the following locations:
  • Your Individual Service Plan (ISP)
  • Any relevant Alberta Student Aid applications for disability-related educational supports
  • The MacEwan University Student Information System (myStudentSystem)
  • The Office of the University Registrar (so that they can assess full-time fees)
• Provide you with information on getting an accurate T2202 form for tax purposes.
• Remind you to make sure your records are up-to-date for each term.
• Educate other university departments regarding reduced  course load accommodations so you can be are considered a full-time student in every sense.
• Develop an extended program plan in conjunction with program staff.

If you have been prescribed medication that causes side effects that could impact your ability to participate fully in your education, you may require accommodations related to a medication. Examples of situations which may need accommodating are:

• Needing to split an exam between two days so that you can use medication with impairing side effects
• Science lab accommodations if you are handling hazardous materials

Your responsibilities

• Let your learning specialist know if you need accommodations related to prescription medication use.
• Provide documentation as requested by the learning specialist.
• Comply with the law as it pertains to your use of prescription medication.
• When participating on-site at Workplace Integrated Learning placements, field placements or clinical placements, comply with the placement agency’s policies with respect to prescription medication use.

Our responsibilities

• Consult with you to determine what, if any, accommodations may be needed.
• Provide you with Security Services contact information in case you feel unsafe while using prescription medication on campus.
• Provide you with forms related to prescription medication use, if needed.

When applying to MacEwan University, you are required to meet standard admission requirements and follow standard admission procedures. ADR can assist you if any part of the standard application process is not fully accessible to you. For example, when writing a placement or entrance exam, we may be able to arrange exam accommodations. If you would like accommodations for any part of the application process, contact us in advance. We can discuss your needs and plan accordingly.