We're Here to Help you Succeed!

Welcome to Student Accessibility Services (SAS) at Ridgetown Campus. We're here to help you be successful in your studies and student experience. At Ridgetown Campus, we work to offer support for students with disabilities by removing physical and educational barriers and by encouraging healthy, open communications among faculty, staff, and students

  • If you have accepted your offer of admission to Ridgetown Campus and are looking to register with Student Accessibility Services, please review the following documents to help you get connected with SAS:
  • Students are responsible for providing appropriate documentation to support their learning needs. Please review the documentation guidelines linked above for full details
  • Please submit your New Student Intake Form and assessment documentation no later than June 18, 2021 to avoid delays 

Starting the Fall Semester

  • Make an appointment with SAS within 5-10 school days of the start of the fall semester to review your documentation and accommodation needs

Important Resources to Review

Frequently Asked Questions

A current psychoeducational assessment is needed for Learning Disabilities and Attention-Deficit/Hyperactivity Disorder.

The Functional Assessment Form can only be used for the following:

  • Autism Spectrum Disorder
  • Injuries, Concussions, and Illnesses
  • Mental Health Disabilities
  • Mobility, Dexterity, and Perceptual Disabilities

At this time, the best method of communication to get in touch with Student Accessibility Services (SAS) is by email. SAS can be reached at rcsas@uoguelph.ca

We recommend reaching out to SAS before June 18, 2021 to ensure all documentation is complete and accommodations are in place before the semester begins. However, you can reach out to SAS at any time. Please note: your accommodations may be delayed if you reach out after June 18, 2021.

No, unfortunately, we cannot accept Individual Education Plans (IEP) as documentation of a disability.

We review documentation of the functional limitations each student experiences and tailor the accommodations to the individual's needs. This means two people with the same diagnosis might have different accommodations because of the unique aspects of their circumstances and the courses they are taking. Our mandate is to remove barriers to equitable participation while ensuring students are not given an unfair advantage.

In some cases, the essential requirements of a course or program are not reasonable for a student with a particular disability, in which case we will work collaboratively with you and the academic department to come up with appropriate alternative options.

If you have a psycho-educational assessment for a Learning Disability (LD) and/or ADHD, it is in your best interest to have it updated well before you come to campus. It has been our experience that students who arrive with a current assessment get the semester off to a much stronger start, make a smoother transition, and have the best chance of a successful university experience.

Note that a current assessment is one that was completed at age 18 or older, or within the last 3 years and using adult normed tests.

Unfortunately, we are not able to accept an IEP as documentation of a disability.  There are many differences in the approaches to teaching and learning at the high school level as compared to university.  The standards we are required to observe necessitate a psycho-educational assessment for Learning Disabilities and ADHD in order to put into place the appropriate accommodations for each student.

This online program begins in the summer before you begin your fall semester. START Accessible gives you a chance to get settled into campus before the hustle and bustle of Orientation Week. SAS staff will welcome you to campus, introduce you to academic life, begin the process of setting up accommodations, and show you how to access resources that will help you achieve success in your first year.