Fisheries and Marine Institute of Memorial University of Newfoundland

Acquired Braing Injury (or related neurological conditions)

Report or assessment completed by appropriate healthcare professional that specifies diagnosis, functional limitations related to the pursuit of postsecondary studies. 

ADHD

A report or assessment by a medical expert with specific training in assessing ADHD that: (a) identifies the permanent disability and list of specific impairments, and (b) indicates how the impairments would negatively impact functioning of the student in a postsecondary academic setting. Also will consider a complete 2023 Certificate of Disability, completed by professional listed in the column to the right.  The provision of prescription medication by a General Practitioner does not confirm a diagnosis of ADHD.

Diagnosing of ADHD in Canada is most commonly done by one of the following: (a) developmental pediatrician (b) a psychiatrist, or (c) a psychologist.  A family physician (or general practitioner) with specific training in the process of diagnosing ADHD may be an acceptable source of documentation¹. 

Autism Spectrum Disorder

A report or assessment by a qualified healthcare provider that: (a) confirms an Autism diagnosis as well as lists the functional limitations and how those limitations will negatively impact the student's pursuit of postsecondary education. 

Additional documentation may include any or all of the following from high school: Record of Accommodations (RoA) and an Individualized Education Plan (IEP); a completed Transition Plan

Blindnes or Visual Impairment

A report or assessment from qualified healthcare professional that can diagnose and treat visual impairments.  Specific functional limitations will be necessary to determine appropriate accommodations.

Additional documentation may include any or all of the following from high school: Record of Accommodations (RoA) and an Individualized Education Plan (IEP); a completed Transition Plan

D/deaf

A report or assessment by an audiologist or similar allied health professional that can diagnose hearing impairments.

Additional documentation may include any or all of the following from high school: Record of Accommodations (RoA) and an Individualized Education Plan (IEP); a completed Transition Plan

Learning Disabilities

Recent psychoeducational assessment, preferably completed within the last five (5) years (consistent with federal guidelines regarding learning disabilities).

There are additional documents that combined with (not to replace) a recent psychoeducational assessment that may assist in the determination of reasonable supports for students with SLDs, such as a file review, Record of Accommodations (RoA); an Individualized, Education Plan (IEP) from high school; Transition Plan.

Medical (Acute)

Thorough documentation from healthcare provider outlining diagnosed medical condition, amount of time acute medical injury is expected to last along with functional limitations as a result of the acute injury.  Certificate of Disability could be used for this disability category. 

Medical (Chronic)

Thorough documentation from healthcare provider outlining diagnosed chronic medical condition along with functional limitations as a result of the chronic condition. Certificate of Disability could be used for this disability category. 

Additional documentation from specialists related to the care and treatment of chronic condition.

Mental Illness/Health (depression, anxiety, etc.)

Psychological assessment, medical assessment or report by a qualified provider that contains (a) the applicable DSM-5 or ICD category or code, (b) the functional limitations impacting the pursuit of postsecondary education and (c) how long the condition can reasonably expect to last. Will also accept the 2023 Certificate of Disability completed by a qualified expert.

While qualified providers can outline recommended accommodations to address the functional limitations, Accessibility Services staff will ultimately be responsible for determining what accommodations are necessary, appropriate and reasonable.

Physical

Assessment or report from a qualified healthcare professional outlining diagnosed condition as well as functional limitations of physical disability.

Test Anxiety

Accommodations cannot be provided for students with test anxiety.  

If a healthcare provider feels the students has an underlying Anxiety Disorder (e.g., General Anxiety Disorder), or other mental condition that has an associated feature of anxiety in either testing or performance situations, the provider can follow the above documentation guidelines for Mental Illness/Health.

More disability categories and documentation requirements will be added in the coming weeks. If a specific disability category is not listed above, please refer to the section above for guidance.

¹ Aligns with the CADDAC documentation recommendations for students with ADHD in postsecondary education