disability justice
disability justice
self-determining access
Universities often have ableist and saneist policies and procedures. Universities were not historically designed with disabled people in mind and unfortunately gatekeeping remains pervasive.
The University of Toronto offers a number of accessibility services; however, it can be challenging for some students depending on their disability to go through the process. For example, if someone is deep in a depressive episode or suffers from a chronic pain disorder, it might be challenging for them to get together the necessary documentation to "prove" their disability. It is always your choice if you want to go through accessibility services to get official accommodations and supports. There are many advantages to going though accessibility services. That being said, it is a bureaucratic process. Know that you can still ask for accommodations and supports from your professors even if you haven't navigated accessibility services. The difference, however, is that legally your instructors are not required to give you extensions or other accommodations. We support your autonomy in advocating for your access needs in a way that is good for you.
uoft accessibility services
how do I register with accessibility services?
STEP 1: Obtain required documentation & get your UTORid
Get the necessary documentation from your health care provider: Certificate of Disability (PDF).
Depending on your disability you will need different documents
Acquired brain injury or concussion
Attention Deficit Hyperactivity Disorder (ADHD)
Autism Spectrum Disorders (ASD)
Not sure if you have a disability?
STEP 2: Complete our online Student Intake Form
If you require accommodations or assistance in completing the Student Intake Form, contact their front desk at accessibility.services@utoronto.ca or 416-978-8060.
STEP 3: Attend an intake appointment
After you submit a complete Student Intake Package, you will be contacted to schedule an appointment with an accessibility advisor. They will support in setting up necessary accommodations.
if I go through accessibility services, what accommodations can I receive?
Here are common accommodations. If you go through accessibility services, your accommodations will be individualized to match your access needs.
Note-taking is one of the most common academic accommodations given to students registered with Accessibility Services. Volunteer note-taking is not meant to replace students attending class, instead it acts as a complementary service. Notes are used by students registered with our services whose disability affects their ability to take notes.
An accessibility advisor can refer a student to the adaptive technologist for an assessment, where the student and the adaptive technologist work to identify ways technology can support the student with disability and health related challenges.
If your accessibility advisor has authorized you for accommodations for extensions on assignments on a case by case basis, we recommend asking your professor or instructor for an an extension and providing the Letter of Accommodation a week before the original due date. The letter will provide your professors and instructors with information needed to approve up to a one [1] week extension on assignments. See Considerations & Exceptions for extensions beyond one [1] week.
While students should aim to request an extension in advance, disability-related challenges may not always make this possible. In these circumstances, speak with your accessibility advisor to discuss next steps.
There may be a variety of financial aids (grants and bursaries) available for students with disabilities. Speak with your accessibility advisor about possible disability-related financial assistance.
Accessibility Services works with Accommodated Testing Services (ATS) to administer and coordinate quizzes, term tests and exams for students registered with Accessibility Services.
U of T offers an optional and voluntary registration process for service animals. Registering your service animal with the University minimizes the need to produce health documentation regarding your service animal and promotes seamless integration into campus life.
national graduate experience taskforce recommendations for improving experiences for students with disabilities
Looking beyond accessibility services, we advocate for a disability justice lens to education that foregrounds universal design and structural changes to institutions.
According to a national study by NEADs (National Educational Association of Disabled Students), the following structural changes are recommended to support disabled grad students:
Strengthen the student-supervisor relationship for students with disabilities in graduate education
Clarify essential requirements for graduate programs
Develop accommodation frameworks in the context of graduate education
Promote awareness about disclosure in the graudate education environment
Improve procedures to access alternative format materials
Build flexible accommodation policies and practices for graduate students
Clarify academic employment policies for graduate students
Develop financial aid policies to help remove barriers for graduate students
Establish national funding for disability-related accommodations in graduate education
Review existing policies to ensure the accessibility of existing tri-council and charitable foundations funding and scholarship programs
Develop mental health supports and policies for graduate students
Encourage universal design in graduate education
Recognize student success
Remove barriers to the postdoctoral experience for persons with disabilities
Create opportunities for research about the experience of graduate students with disabilities
Establish data collection methods to research the experiences of graduate students with disabilities
Protect student privacy in the management of data
Remove barriers to co- and extra-curricular programming in graduate education
Identify best practices for transition planning to graduate education
Identify best practices for transition planning into the labour market after graduation
Better understand barriers in the graduate admissions process
Identify best practices for online and remote learning in the graduate education environment
Collaborate on further research
Establish a national centre of excellence focused on graduate education
Develop resources
mobility access needs at OISE
Here is a map that provides some information around ramps, wheelchair accessible washrooms, and other mobility concerns.
gender-neutral washrooms at uoft
Here is a map that outlines gender-neutral washrooms on campus.
At OISE, there is one official gender neutral washroom on the 12th floor. It's a single user stall, not barrier free. There are no gendered labels on the washroom.