Disability Access Services

Complete the Disability Self-Assessment. This is the starting point whether you are seeking academic accommodations, help with disability-related StudentAid BC forms, or both. A Disability Access Coordinator will review your self-assessment and connect with you about next steps.

If completing the Disability Self-Assessment is a barrier for you, or if the form is difficult to complete, please contact Disability Access Services. We can help you get started.

No. You can complete the self-assessment even if you are not sure what accommodations or supports may be appropriate. Your coordinator will talk with you about the barriers you are experiencing and what options may be reasonable.

Contact DAS with your question, and we can help direct you to the most appropriate service. If your question is about student loans, grants, or funding eligibility, Financial Aid and Awards or the relevant government student aid program may also need to be involved.

We know the word “disability” can feel uncomfortable or may not be a word every student uses for themselves. That is okay. You do not need to have everything figured out before contacting Disability Access Services.

In this context, disability refers to a broad range of visible, invisible, permanent, temporary, episodic, or changing conditions that may create barriers in a learning environment. These barriers may affect how a student accesses courses, participates in learning activities, completes exams or assignments, communicates, moves through campus, or uses course materials and technology.

DAS focuses on the barriers you are experiencing and what reasonable accommodations or supports may help reduce those barriers.

The name Disability Access Services helps clarify the role of the department. DAS works specifically with students with disabilities to identify disability-related barriers and arrange reasonable academic accommodations and supports.

Accessibility is a shared responsibility across the College. It includes broader work to design inclusive environments, reduce barriers, and improve access for everyone. DAS supports that broader goal, but its main role is to work directly with students with disabilities on individualized access and accommodation planning.

Using the word “disability” also recognizes that students with disabilities are a protected group under human rights legislation and may have specific rights, needs, and experiences. The goal is not to label students, but to make it clearer where students can go for disability-related access support.

An academic accommodation is a change to the learning environment that helps reduce disability-related barriers. Accommodations support access, but they do not change curriculum, evaluation standards, learning outcomes, or essential course or program requirements.

Not automatically. College accommodations are set up through Disability Access Services. If you had an IEP, learning support plan, or accommodations before, please upload or bring that information. It can help DAS understand what has supported you in the past, but college accommodations are determined through the post-secondary accommodation process.

DAS works collaboratively with the student and, when needed, instructors or academic areas to determine reasonable accommodations. Accommodations are based on disability-related barriers and must maintain essential course and program requirements.

No. Accommodations support access to learning and assessment, but students must still meet the learning outcomes and essential requirements of their course or program.

If accommodations are approved, your coordinator will explain how accommodation letters are shared. Students are usually responsible for requesting accommodation letters each semester and following the process for using approved accommodations.

Contact Disability Access Services as soon as possible. Please do not wait and hope it sorts itself out — we would rather hear from you early. Your coordinator can help you understand the next step, which may include clarifying the accommodation, helping with communication, reviewing whether the approved accommodation is being implemented, or discussing whether additional information is needed.

Talking to DAS does not mean we will automatically take action or contact your instructor without your knowledge. In most situations, DAS will talk with you first about what is happening, what you would like support with, and what options are available. There may be limited situations where the College has a responsibility to act because of safety, legal, or policy concerns, but DAS will be as transparent with you as possible.

No. If you have documentation, please upload it or bring it to your appointment. If you do not have documentation, you can still complete the self-assessment. DAS may be able to begin the accommodation process while documentation is being gathered.

Helpful documentation explains the nature and extent of the disability, how the disability impacts the student in an educational environment, the student’s functional capacity in an academic setting, and recommendations for supports that may reduce disability-related barriers. Documentation may include student self-report, supplemental information, medical documentation, a psychoeducational assessment, clinical summary, IEP, previous accommodation plan, previous accommodation letter, the OC Disability Verification form, or other relevant information.

Documentation should be current enough to describe the student’s present disability-related barriers. DAS will review the information available and may ask for updated documentation if more information is needed. Government funding programs may have their own documentation currency requirements.

If exam accommodations are approved, your coordinator will explain the exam booking process. Students are responsible for following established timelines and providing as much notice as possible so exams can be coordinated fairly and appropriately.

Sometimes, but not always. DAS will consider the circumstances, the accommodation requested, available information, and operational timelines. Some accommodations take time to coordinate and may not be possible on short notice, especially close to final exams.

Contact DAS as soon as possible. Late requests may be reviewed based on the circumstances, the reason for the late request, the nature of the accommodation, and available capacity. Meeting timelines helps ensure equitable access for all students who use accommodated exams.

Students with temporary medical conditions or short-term illness should usually contact their professors or instructors directly to discuss temporary academic concessions. If the condition becomes longer-term, creates ongoing disability-related barriers, or the situation is complex, contact DAS.

No. Academic accommodations are arranged through DAS and relate to access in courses, programs, exams, and learning environments at the College. Disability-related government funding is a separate process through StudentAid BC or another provincial or territorial student aid program. Funding programs have their own eligibility rules, documentation requirements, forms, deadlines, and decisions.

No. Disability-related government funding is administered through government student financial assistance programs, such as StudentAid BC or another provincial or territorial student aid program. DAS can help with disability-related school sections or accessibility information where required, but students are responsible for following the application process for the funding program they are applying through.

Not always. Many students apply through the province or territory where they are considered a resident for student aid purposes. If you are not sure which program applies to you, check with Financial Aid and Awards or your provincial or territorial student aid program.

Yes, where the form requires disability-related school information or accessibility confirmation that DAS is able to provide. Please upload or bring the form instructions to your DAS appointment. Each funding program has its own requirements, so DAS may not be able to complete every section.

DAS may be able to help with disability-related school sections or accessibility information required by a government funding program. The funding program determines eligibility, required documentation, deadlines, and approval of funding for equipment, technology, or services.

Students are the primary point of contact for DAS. A parent, caregiver, guardian, or advocate can support a student, but DAS will usually need the student’s permission before discussing personal accommodation information with someone else.

Yes. Students may bring a support person to a DAS appointment. The student remains the primary participant in the accommodation process.

Contact DAS as early as possible. DAS may ask for information about the disability-related need for the service dog and, where required, evidence of certification. Your coordinator can explain the process and any campus-specific considerations.

No. DAS supports academic accommodations and access planning related to disability-related barriers. Students seeking counselling or mental health support can connect with Counselling Services or other appropriate supports.