Reporting to the Executive Director of Student Wellness Services and taking direction from the Senior Accessibility Advisor, the Intake Coordinator is the first point of contact within QSAS for students, Queen’s faculty and staff, and third parties with inquiries about services for students with disabilities. The incumbent advises on the university’s policy for accommodating students with disabilities, primarily related to the university’s disability documentation requirements, and supports students throughout the QSAS registration process. The Intake Coordinator meets with students throughout their registration with QSAS to appropriately solicit information and documentation. The Intake Coordinator advises students directly, or facilitates access to an Accessibility Advisor or the Senior Accessibility Advisor. The incumbent liaises across the University to successfully support student service delivery, by developing and maintaining positive and collaborative relationships. The Intake Coordinator participates in awareness, training, and departmental promotion activities.
The schedule for this position requires the incumbent to work evenings and weekends
• Interview students, solicit appropriate and necessary information about their disability-related functional limitations, to understand or assist them in articulating their accommodation needs.
• Interpret disability and health documentation, ensure it verifies a student has a disability, and identifies stated functional limitations arising from a disability or health condition that impacts on the student in the academic context. Confirm that documentation complies with institutional and/or governmental standards.
• Review psychoeducational assessments and prepare a document review for the chart that highlights key assessment notes and findings from the assessment to assist in accommodation planning.
• Advise students, parents and other supporters, as well as university personnel on the QSAS registration process, including the university’s documentation requirements, online registration process, and the role of accessibility advising in assessing and approving academic accommodations.
• Respond to questions from students, parents, and other campus partners about processes where complex needs or multiple disabilities are present
• Approve accommodation plans for students with temporary or stable disabilities. Decide on granting interim or continuing accommodations, consulting with the senior advisor when necessary in determining if a request requires an advisor review and/or approval. During peak periods, assess student requests for advising appointments to change current accommodations; determine whether to approve the accommodation change or book with an advisor.
• Support advisors on student accommodation matters to provide just-in-time supports and responses, such as contacting instructors on an advisor’s behalf in support of a student’s request for an assignment extension or exam deferral.
• Respond to urgent, time-sensitive requests by students requesting accommodations who are not yet registered with QSAS. Determine whether to grant interim or continuing accommodations or refer the student to more appropriate services (e.g., SWS OT services).
• Develop and maintain strong working relationships with students and individuals across the university community (e.g., Faculty, Exam’s Office) to support the successful implementation of academic accommodations for students with disabilities.
• Support administrative staff in responding to queries about QSAS, including the registration process and documentation requirements, as well general inquiries related to resources, services, and accessibility across the university.
• Liaise with colleagues within Student Wellness Services and across the university (e.g., Faculty Academic Consideration / Accommodation personnel) to assess and direct student requests correctly and in a timely fashion. Assist in determining whether student requests are best met through QSAS or other supports (e.g., Extenuating Circumstances policy).
• Advise faculty and staff in academic departments on interpreting and implementing accommodations as written on the Letter of Accommodation.
• Assess the level of urgency related to student requests, determine the immediacy and appropriate type of response required.
• Serve as the QSAS resource for the Extenuating Circumstance policy. Coordinate and support advisors in the Bursary for Students with Disabilities application process. Work with Student Awards personnel in tracking available funds and expenditures. Under supervision of senior advisor, prepare files for governmental audits, and arrange their transmittal to Student Awards as requested.
• Keep abreast of changes to policies and legislation related to human rights, accessibility, mental health, privacy, and other elements related to the experiences or services for persons with disabilities in the post-secondary sector. Participate with other members of the Queen’s Student Accessibility Services team in awareness, training and community educational activities as offered by Queen’s Student Accessibility Services, Student Wellness Services, and Student Affairs.
• Undertake other duties as assigned in support of QSAS/SWS.
Skills & Experience / Compétences & expérience
• Undergraduate degree in disability studies, psychology, education, or other discipline with a focus on human services.
• Minimum of 5 years of experience in delivering human service work, preferably with persons with disabilities and in a post-secondary setting.
• Knowledge of the post-secondary context and population
• Demonstrative training and experience in interviewing and advising.
• Sound knowledge of human rights, accessibility, mental health, and other legislation as it applies to persons with disabilities, particularly in the postsecondary sector. Demonstrated experience interpreting and applying the results of psychoeducational and neuropsychological assessments for the purposes of confirming a disability and associated functional limitations.
• Experience, preferably in a post-secondary setting, navigating and engaging with institutional systems, services and supports.
• Satisfactory Criminal Record Check and Vulnerable Sector Screening will be required.
• Awareness and sensitivity to the needs, concerns and experiences of postsecondary students with disabilities.
• Excellent communication (verbal and written), interpersonal, and active-listening skills necessary for the skillful and effective interaction with a wide variety of individuals from across the university community and externally.
• Ability to empathize with others, overcome challenges, and defuse conflict.
• Cultural proficiency to work well with, respond effectively to, and be supportive of people in cross-cultural settings, demonstrating sensitivity and awareness.
• Ability to respond diplomatically and tactfully using intuitive judgement in challenging situations.
• Creativity and effective problem-solving skills to identify a variety of solutions to address student problems/needs.
• Ability to work in a confidential, high-pressure environment, making independent decisions and setting priorities to respond quickly to time-sensitive matters.
• Excellent organizational, planning and time management skills, with demonstrated ability to prioritize multiple or competing tasks while maintaining strong attention to detail.
• Ability to work successfully in a collegial team setting with demonstrated flexibility and willingness to adapt in order to assist others.
• Ability to work independently, to seek guidance and direction as necessary while accurately identifying situations requiring the attention of the Senior Accessibility Advisor and/or the Executive Director.
• Proficiency with word-processing, spreadsheet, and database applications (e.g., Microsoft Word, Excel, Outlook).
• Determine which requests and student files are appropriate for referral to an Accessibility Advisor or direction from the Senior Accessibility Advisor.
• For students with temporary or stable disabilities, decide on appropriate interim or continuing accommodations, and support their implementation.
• In consultation with an advisor, determine appropriate plans of action when difficulties arise concerning a student’s accommodation plan.
• Determine if disability/medical documentation meets institutional and/or government standards; assess the need for additional documentation on a case-by-case basis.
• Determine if referrals to other services would be appropriate and facilitate these.
• Assess information and determine urgency of student needs related to requests for accommodations, identifying available resources and possible solutions.
• Determine the level of response needed when supporting a student in distress in order to take appropriate action as quickly as possible.
• Recommend changes and improvements to administrative systems or processes (e.g., Extenuating Circumstances policy) to better meet the needs of students.
Other Comments / Autres commentaires
The University invites applications from all qualified individuals. Queen’s is committed to employment equity and diversity in the workplace and welcomes applications from women, visible minorities, Aboriginal Peoples, persons with disabilities, and persons of any sexual orientation or gender identity. In accordance with Canadian Immigration requirements, priority will be given to Canadian citizens and permanent residents.
The University provides support in its recruitment processes to applicants with disabilities, including accommodation that takes into account an applicant's accessibility needs. Candidates requiring accommodation during the recruitment process are asked to contact Human Resources at firstname.lastname@example.org.