Memory Aid Presentation March 2018
Guides, Publications and Forms
Orientation for Success (English): A Resource Guide
Orientation for Success (French): A Resource Guide
Interpreter's Provincial Guidelines
The Delta Screener: Adult LD Screening Tool
Faculty Guide 2002
LOTE Transition Planner
To Participate, To Learn, To Achieve
Tuition for Students with Disabilities
Reduced Tuition Fee Policy Form
Guidelines Learning Disability Documentation and Services Provided
CCDI Directory
CCDI Ethical Guidelines February 2006
LD Resource Guide
CCDI Acronyms
George Brown College - Captioned Media and E-Text Policy
CCDI 2009 Conference Presentations
Reader Scribe Guidelines
Reading & Writing Sample
2014 Conference Presentation Files
Placement Support Form Guide-F2013
Placement Support for Students with Disabilities Form
Postsecondary Alternate Format Committee (PAFC)
Orientation for Success: A Resource Guide for College Representatives of the College Committee on Disability Issues summarizes and documents the background and progression of services to students with disabilities in the Colleges of Applied Arts and Technology. Each section focuses on either background or resource information that is essential to your role as a representative, as well as within your college community.
The College Committee on Disability Issues has been in existence since 1987 and has aided colleges with improvements for access. Consequently, as a member of this very active College Committee, you will participate in the development and communication of appropriate recommendations regarding college services to students with disabilities.
We share a common goal to assist students and to recommend the best practices for access and accommodation. Each member of CCDI has significant knowledge and we look forward to future contributions.
This publication is available in entirety as webpages on this website, or can also be downloaded in the following formats:
PDF format: orientation.pdf (447 k)
MS Word: orientation.doc (1.29 mb)
La voie du succès : Guide de ressources destiné aux représentantes et représentants des collèges au Comité collégial en besoins particuliers résume et documente le contexte et l’évolution des services offerts aux étudiantes et étudiants handicapés dans les collèges d’arts appliqués et de technologie. Chaque section présente des ressources et des renseignements de base qui vous seront précieux en tant que représentante ou représentant et au sein de votre communauté collégiale.
Le Comité collégial en besoins particuliers, constitué en 1987, aide les collèges à devenir plus accessibles. En tant que membre de cet organe très actif, vous participerez à l’élaboration et à la communication de recommandations appropriées concernant les services que les collèges fournissent aux étudiantes et étudiants handicapés.
Nous partageons l’objectif d’aider les étudiantes et étudiants et de recommander des pratiques exemplaires en matière d’accès et d’adaptation. Chaque membre du CCBP met à contribution un précieux savoir-faire, et nous sommes ravis de pouvoir compter sur votre participation.
MS Word: La voie du succès.doc
Interpreter's Provincial Guidelines:
The College Committee on Disability Issues (CCDI) recognizes the responsibility inherent in providing support services to students who are Deaf and Hard of Hearing.
In September 1998, CCDI struck a committee of service providers who worked largely with students who are Deaf or Hard of Hearing. The committee was mandated by CCDI to develop a policy that would begin to identify and implement provincial standards for service delivery to these students.
This manual focuses on interpreter, intervener, real time captioning and computerized notetaking services provided by staff and contract personnel at Ontario colleges. CCDI service providers are encouraged to use this manual as a guideline for establishing and supervising services in their institutions.
To download, choose from the following formats:
PDF format: interpret.pdf (196 k)
WordPerfect version: interpret.wpd (140 k)
The Delta Screener: Adult LD Screening Tool:
This document was developed by the Learning Disability Special Interest Group of the College Committee on Disability Issues (CCDI) as a screening tool for adults at risk for learning disabilities.
It was developed for use by a variety of post-secondary practitioners, including counsellors, disability advisors, learning disability specialists, as well as professionals working with adults experiencing learning problems.
It is designed to be used as part of a guided interview collecting information about a client's educational history, early development, medical history, family history, employment and general life skills.
Items in the screening questionnaire are based on the expertise of many professionals working in the post-secondary system. Some information was adapted from screening questionnaires developed by: Destination Literacy, Learning Disability Association of Canada; Carol Herriot at the University of Guelph; and the University of Minnesota.
Special thanks to staff at Cambrian and Connestoga College who put many hours into the development of this questionnaire.
Facts about the Delta Screener
It is NOT a formal diagnostic test
It summarizes learning strengths and challenges
It is based on a self-report by the client
There is no cost to the client to complete the Screener
It requires approximately one to two hours to complete
Information provided can be used by the counsellor/professional to assist the client in making decisions regarding future employment or training
Results could possibly indicate the need for more thorough, formal testing
To download, choose from the following links:
Delta Screener: Guidelines (.doc)
DeltaScreener-June 2011 (NonFillable).pdf
Delta Screener - June 2011 (Fillable).pdf
Download our Faculty Guide with instructional strategies to help you help your students.
Choose from the following files:
PDF format: (.pdf)
Learning Disabilites (81 k)
Mild Acquired Brain Injury (108 k)
Attention-Deficit Hyperactivity Disorder (85 k)
Deaf, Deafened and Hard-of-Hearing (100 k)
Medical Disabilities (86 k)
Mental Health Disabilities (107 k)
Mobility Impairments (73 k)
Blind and Low Vision (89 k)
PDF format(French): (.pdf)
chemise
lésion cerebrale
personnes ayant mobilité
sourdes
troubles d¹apprentissage
troubles d¹hyperactivité
troubles médicaux
troubles psychologiques2
cécité et la vision parti
WordPerfect files: (.wpd)
Learning Disabilites(wpd) (24 k)
Mild Acquired Brain Injury(wpd) (40 k)
Attention-Deficit Hyperactivity Disorder(wpd) (14 k)
Deaf, Deafened and Hard-of-Hearing(wpd) (40 k)
Medical Disabilities(wpd) (20 k)
Mental Health Disabilities(wpd) (40 k)
Mobility Impairments(wpd) (22 k)
Blind and Low Vision(wpd) (20 k)
LOTE Transition Planner
Transition_planner(.pdf) (419k)
To Participate, To Learn, To Achieve
To Participate, To Learn, To Achieve(English)
Tuition for Students with Disabilities
Tuition for Students with Disabilities (English)
Reduced Tuition Fee Policy Form
Student Agreement & Registration Form
Guidelines Learning Disability and Services Provided
Guidelines Learning Disability Documentation and Services Provided
CCDI Directory
CCDI Directory
CCDI Ethical Guidelines February 2006
CCDI Ethical Guidelines February 2006
LD Resource Guide
LD Resource Guide
CCDI Acronyms
CCDI Acronyms
George Brown College - Captioned Media and E-Text Policy
Why Captioned Media?
George Brown College, Toronto, Ontario
www.georgebrown.ca
What are you doing for the next 6 minutes 39 seconds?
Check out our newly released video - Why Captioned Media?
Here at George Brown College, we created this short video clip to provide information about our College’s Captioned Media and E-text Policy and to promote the design of accessible media in general!
Why Captioned Media? features the hard work and enthusiasm of Deaf and hearing George Brown students and staff as well as the talent of Deaf professionals in the Canadian film production industry. Watch the video and -
Experience an example of accessible media: this video clip is in American Sign Language (ASL) with English voiceover, has open captions for those viewers with hearing loss, and descriptive video for people who are blind or have low vision.
Discover why showing films and videos with captions is an essential accommodation for Deaf, deafened and hard of hearing students in any learning environment. See how captioned media benefits many other students as well!
Learn about the George Brown College Captioned Media and E-text Policy. See how we are a leader in the field of accessibility initiatives in higher education.
See how our Policy promotes the purchase and production of captioned informational, promotional and educational media.
Find out about how we at George Brown support faculty to ensure that educational media is accessible to Deaf, deafened and hard of hearing students.
The Captioned Media & E-text Policy is an initiative of the George Brown College Accessibility for Ontarians with Disabilities Act (AODA) Committee and is administered by the Educational Resources Department. This video clip was produced with the generous support of our College’s Diversity, Equity and Human Rights Services.
You can find Why Captioned Media?
here.
To find out more about this George Brown Policy and Project please contact Anne Villahermosa, avillahe@georgebrown.ca 1-800-265-2002 ext. 2782, TTY: 1-877.515.5559
CCDI 2009 Conference Presentations
Self Advocacy: Planning For Success Utilizing A Self-Assessment Inventory
Assistive Technology And Mental Health
Reading Technology In An Adult Aboriginal Population - Does One Size Fit All?
Cognitive Behavioural Therapy (.pdf Format,.ppt Format ,.rtf Format,Handouts)
Enabling Change
Mild Intellectual Disablity - Research and Best Practices
Coaching - A Co-Active Model (.pdf Format,.ppt Format,.rtf Format)
TakeNote! OneNote Solutions For Students With Learning Disabilities
Universal Instructional Design (.pdf Format,.ppt Format,.rtf Format,Handouts)
Learning Strategies Courses
ClockWork Database Scheduler (.pdf Format,.ppt Format,Handouts)
Identifying Trends And Supports For Students With Autism Spectrum Disorder Transitioning To Post Secondary
| Identifying Trends And Supports For Students With Autism Spectrum Disorder Transitioning To Post Secondary |
____________________________________________________________________________________