Roles and responsibilities for Students with Academic Accommodation: Home

Examples of roles and responsibilities for students on their journey with with academic accommodation and/or related services

Roles and Responsibilities Intro

Like any other student, students with disabilities are responsible to initiate requests, make applications, maintain eligibility and generally monitor and manage their own academic journey at Camosun. 

As a student who has completed the registration process with CAL you may find this website helpful in understanding your roles and responsibilities and those of the other parties in the accommodation process.

The site does not represent an exhaustive list, but gives general information about roles and responsibilities that are key and are sometimes misunderstood.


Student Registered with CAL -- responsibilities and roles

Student receives and monitors communications and instructions from the college through electronic systems such as email and the D2L learning management system.

Student manages their own academic plan.

Plans and registers for courses in the online myCamosun system. Academic Advising is a support in considering the planning of your courses.

Initiates requests with educational program leaders and /or academic advising about part time participation in a program where applicable.

Releases letters of academic accommodation to course instructors early each semester through online system.

Requests meeting with CAL instructor if any new or changed accommodation needs early each semester.

Communicates and explores with course instructor on a plan for how the semester will go based on requested accommodations. The earlier in the term the better and throughout should things not be going to plan and/or some exploration about adaptations are appropriate.

Books during-the-term and final accommodated exams through online system according to published notice deadlines.

Applies for, qualifies for and maintains student financial aid if needed (e.g. full or part time student aid application).

Requests Canada Student Grant for services and technology to CAL when applicable.

Provides CAL with timely information needed for CAL staff to sign off on Canada Student Grant applications for services and/or technology. 

Provides the grant funder with an accurate accounting (receipts) and/or unused funds return at end of funding period as per the agreement with the funder.

Centre for Accessible Learning -- responsibilities and roles

Evaluates student’s request for accommodations based on medical documentation.

Includes accommodations that can be supported and identifies those that cannot.

Even when medical documentation supports it, accommodations that cannot be provided are those that:

  • undermine or lower the essential course requirements
  • present a significant safety risk to self or others
  • create substantial impact on the learning or rights of other learners

Provides a letter of accommodation for the student to share with course instructors each term.

Is a resource for course instructors on considering /coordinating implementation of an accommodation (e.g., common in work integrated learning contexts where an accommodation may be complicated to provide).

Identifies when a request being made of CAL is not related to accommodation and a referral to another service area on campus is appropriate. CAL is not the one stop shop regarding students with disabilities on campus. Accessibility is a college responsibility and each service area holds responsibility for the accessibility of their particular service.

Signs off Canada Student Grant applications for services and/or technology.

Course Instructor -- responsibilities and roles

Considers and then implements academic accommodations where they do not interfere with essential learning tasks/requirements, the learning of others and/or safety.

Reaches out to CAL Instructor when questions arise about an accommodation.

Engages in communication with student on the plan for accommodation where relevant.

Some accommodations require a higher level of consideration and consultation as the learning environment and or academic tasks may differ or not present (or not appear to present) an opportunity for adaptation.

Communicates to student where an accommodation request is not possible or where the student’s preferred way it is to be implemented is not possible or practicable.

Is the author on the course, defining how the course is structured, how teaching will be delivered and the ways that students participate and are evaluated.

Holds/defines expectations for classroom behavior and interaction (i.e. social rules for attending classrooms, meetings, submitting posts online, group work, taking exams and standards for email communication).

If necessary, redirects student behavior in the classroom and meets with student outside of class to discuss behavior of concern and how it is impeding the learning process and academic environment and to review classroom behavior expectations.

Understands students with emotional or mental health conditions or other disabilities are expected to adhere to the same standards of behavior as other students in the learning community.

Can refer students to sources of support: e.g., Counselling.