Accessibility Consultant

at  Humber

EDUCATION

• A Master’s degree in Occupational Therapy, Rehabilitation Science, or a related field of specialization is required.

EXPERIENCE/SKILLS

• At least 8 years of experience working in a role that involves assessing functional limitations and providing accommodations for individuals with disabilities. Experience in occupational therapy or rehabilitation science is essential. Experience working in post-secondary education or a related field is preferred.
• Experience interpreting and applying detailed medical, psycho-educational, and other assessment reports to develop effective accommodation plans.
• Advanced understanding of the social model of disability and its application in post-secondary education.
• Strong skills in active listening, empathy, and inclusive communication to support diverse learners.
• Knowledge of relevant legislation, including the Ontario Human Rights Code, Accessibility for Ontarians with Disabilities Act (AODA), and other related policies.
• Ability to work independently and as part of a collaborative team in a dynamic and diverse environment.
• Excellent organizational, problem-solving, and decision-making skills.
• Proficiency in using databases, learning management systems, and adaptive technology.
  If this sounds like you, we’d love to hear from you! At Humber College we don’t just accept difference — we celebrate it! Experience comes in many forms, skills are transferable, and a progressive mindset goes a long way at Humber. If your experience is close to what we’re looking for, consider applying and tell us why you are a great candidate for this job. Find your Spot at Humber!

The Accessibility Consultant (AC) will play a pivotal role in supporting learners with disabilities by guiding them through the process of determining and implementing appropriate academic accommodations. This role is rooted in the social model of disability, emphasizing learner-driven processes, empowerment, and the removal of barriers to ensure an inclusive and equitable educational environment. The AC will work closely with learners to assess their individual needs, facilitate self-advocacy, and collaborate with faculty and staff to ensure accommodations are both appropriate and effective.

Specific duties include, but are not limited to:

• Promote self-advocacy, independence, and self-determination among learners by providing guidance and resources throughout their academic journey.
• Conduct intake interviews to explore the impact of disabilities on learners’ academic experiences and identify appropriate support services both within and outside the institution.
• Conduct thorough assessments of functional limitations to determine and approve academic accommodations for students with various disabilities (e.g., physical, medical, sensory, learning, and mental health).
• Develop and implement individualized accommodation plans through an interactive process with the learner, considering self-reporting, assessment documentation, and the specific demands of their academic programs.
• Liaise with faculty and staff to ensure accommodations align with course requirements and uphold academic integrity while meeting the essential learning outcomes.
• Facilitate ongoing reviews of accommodation plans to address changing needs or concerns.
• Initiate case conferences with colleagues, faculty, and students to advise on issues surrounding accommodations or arising needs of the learner. Common reasons for case conferences include:
• Accommodations for field placements/clinical placements
• Conflict management between learner and faculty
• Classroom behaviour issues
• Management of medical concerns in classroom
• Planning with faculty around reduced course load
• Oversee the most complex accommodation cases, including those involving detailed medical documentation, work-integrated learning (WIL), and clinical placements. This includes conducting detailed assessments and collaborating with faculty, learners, and external partners to develop appropriate accommodations that maintain academic integrity.
• Conduct in-depth assessments for learners requiring additional documentation (e.g., psychoeducational assessments, medical documentation) and work closely with external healthcare providers to interpret and apply the recommendations to the learning environment.