Section 1: How to register with AAS
Registering with Academic Accommodation Support (AAS) is a key step in ensuring you get the necessary academic accommodation support you need to participate fully in your studies if you live with a documented, permanent or temporary disability such as:
- A learning disability (LD)
- A sensory impairment (such as vision, hearing)
- An acquired brain injury
- Attention Deficit Hyperactivity Disorder (ADHD)
- Autism Spectrum Disorder (ASD)
- A chronic health issue (such as epilepsy, migraines)
- A mobility issue
- A mental health disability (such as anxiety, depression)
We also work with you if you suspect you have a disability or are in the process of obtaining documentation of your disability. We will ensure that you have appropriate interim accommodations and supports in place.
When to begin the registration process
Register for academic accommodation support as soon as possible, preferably prior to the start of the semester to ensure your accommodation plan is active when classes start. For incoming Ryerson students, it is recommended to register as soon as you accept an offer of admission. You will need your my.ryerson username and password to book your registration appointment and complete our intake form online. You can find more information about the steps for new Ryerson students here.
Generally, new registration requests made after our final exam deadline will be scheduled for the following semester.
Follow these steps to register with AAS.
Step 1: Obtain documentation and prepare to register
In order to complete our intake form and prepare for your registration appointment, you need to obtain documentation of your disability and make sure it is in a digital format in order for you to upload it in the appropriate place in the intake form. Documentation helps your academic accommodation facilitator understand the impact(s) of your disability on your academic functioning. Having this information ensures that your accommodation plan meets your individual learning needs.
You will also need to set aside approximately 45 minutes, and be prepared to provide information regarding any academic supports and strategies you used in the past to complete our intake form. The intake form asks for details about your goals, your academic history, how your disability/disabilities have impacted your studies and the supports and strategies that have worked for you in the past. It is best to be prepared to complete this online process so you can get through it without having to leave the session. This is important because our intake form does not save your information, you have to complete it after you get started. Thank you in advance for your patience.
If you do not have the required documentation to register with AAS, or if it is not in a digital format which you need to upload to our intake form, please contact us directly to inquire about registering:
In person: Student Learning Centre - 4th-floor
Student Learning Support Main Reception, 341 Yonge Street
By phone: 416.979.5290
By email: firstname.lastname@example.org
We work with students who are in the process of obtaining documentation or who suspect they may have a disability.
Documentation should clearly state the specific functional limitation(s) you experience in an academic setting. When we understand the correlation between your disability and its impact on how you learn, we are able to better collaborate with you to build the most appropriate and effective accommodation plan.
Our documentation requirements vary depending on the nature of your disability. There are two main types:
1. Students living with a Learning Disability, Attention Deficit Hyperactivity Disorder, or who are on the Autism Spectrum
We require a copy of your most current psycho-educational assessment for learning disabilities and Attention Deficit Hyperactivity Disorder, or a neuropsychological assessment for students with diagnoses on the Autism Spectrum, conducted by a registered psychologist trained to test for and diagnose the condition.
- The assessment must contain information on the tests administered as well as the scores obtained.
- The assessment must be completed at an adult age (>18), or within the last three years.
- If you have an older assessment or Individual Education Plan (IEP), we will discuss options at your intake appointment for getting an updated assessment, including possible funding options, and explore the possibility of interim accommodations.
You may be eligible for funding for a new or updated psycho-educational assessment through one of the bursaries listed on page 8 or through your insurance. Check with your insurance company benefits plan to see if you (or your partner/spouse, or perhaps one of your parents/guardian) are covered.
Sliding scale psycho-educational assessments are offered through the Regional Assessment and Resource Centre’s Mobile Assessment Team. Your student accommodation facilitator will provide you with details if needed at your initial intake appointment.
2. Students living with a mental health, medical or sensory disability
We require a disability assessment form to be completed by an appropriate, registered health care professional who is qualified to diagnose the disability and can thoroughly assess its impact on your academics. The form can be downloaded from our website or a hard copy picked up at the Student Learning Support Reception on the fourth floor of the Student Learning Centre.
- Documentation provided to us must clearly state the impact(s) of the disability on your academic functioning. This means there must be a direct correlation between the impact(s) and the accommodation(s) that are requested.
- Documentation needs to be current (within the past year) so we have the most accurate information about the impact of your disability. This enables us to create the most effective accommodation plan with you.
- If you live with a mental health disability, you are not required to disclose your specific diagnosis statement, but it can be included if you would like us to know this information.
Step 2: Complete our online intake form and book your
Once you have obtained disability-related documentation, converted it into a digital format, and taken some time to consider your past academic challenges, successes, and the strategies that worked for you, we ask you to complete our intake form and registration appointment booking online. You will upload your documentation within the online intake form: www.ryerson.ca/aasintake.
After completing the intake form, you will be prompted to choose a date and time for your registration appointment.
You will also need to attend an orientation session in advance of your registration appointment (see below for details). You will be considered registered with AAS after this you attend orientation and complete your registration appointment.
If you encounter any difficulties completing the intake form or booking your registration appointment online, please connect with us directly (416-979-5290 or email@example.com).
Confidentiality and consent
Your confidentiality is very important to us. Any documents provided to, and correspondence with AAS, is treated confidentially. All documents are securely stored in accordance with the University’s privacy and records policies. We do not share documents unless a student requests us to and provides written permission.
We only communicate with you and relevant Ryerson faculty and staff members for the purposes of facilitating your academic accommodation and related learning needs. We need your written permission before we communicate with others on your behalf, e.g. family members like parents and spouses.
Step 3: Attend an orientation session
Next, attend one of our orientation sessions. These sessions are an essential part of the registration process, providing orientation to our services and how to make the most of your accommodations. They are offered on various days and times, listed here (scroll down to Step 3). The slide deck for this session is found here. If you need these slides in a different format, please contact us.
Step 4: Attend your registration appointment
The date of your registration appointment has arrived. You are booked to meet with us for an hour. During your appointment, you will meet confidentially with your Student Accommodation Facilitator to discuss your individual accommodation plan. Prompt arrival is necessary so will have sufficient time to create an effective, individualised accommodation plan, as students who arrive late may be asked to reschedule.
What to expect
At your registration appointment, you can expect to:
- learn important procedures for making use of your accommodations
- understand how to use AAS Online Services
- meet and get to know your facilitator
- review our confidentiality and consent forms
- discuss the impact(s) of your disability as it relates to your academics
- develop an individualised accommodation plan
- discuss other appropriate supports and services, including bursary and grant information (if relevant) and/or enhanced service providers
- discuss ongoing support
After this meeting, you are considered to be a student registered with AAS and your student accommodation facilitator will be your main contact with our office.
Important note: Students diagnosed with a print disability (a learning, physical or visual disability that prevents a person from reading conventional print) can request their books in an accessible format. Inform your facilitator of any print disability-related needs as soon as possible, as this accessible format may take up to four weeks to arrange.
Understanding your accommodations
Academic accommodations support your ability to access and participate fully in the academic environment in a positive way that is responsive to your learning needs.
It is important to understand that your recommended accommodations are based on the documentation on file, established best practices, the professional experience of our team, and your individual needs. It is possible for a student to live with a disability and not require accommodation, because there are no specific disability-related barriers in their particular learning environment. For example, if a student in a wheelchair has access to classrooms and washrooms, and can listen and take notes in the classroom, they may not require an academic accommodation.
Academic accommodations do not exempt you from meeting your program standards or essential learning requirements of a course.