{"id":29377,"date":"2025-01-27T14:31:26","date_gmt":"2025-01-27T19:31:26","guid":{"rendered":"https:\/\/www.yorku.ca\/glendon\/faites-votre-demande\/disabilities\/additional-documents-required-diagnosed-learning-disability\/"},"modified":"2025-01-27T14:33:10","modified_gmt":"2025-01-27T19:33:10","slug":"additional-documents-required-diagnosed-learning-disability","status":"publish","type":"page","link":"https:\/\/www.yorku.ca\/glendon\/faites-votre-demande\/disabilities\/additional-documents-required-diagnosed-learning-disability\/?lang=fr","title":{"rendered":"Documents suppl\u00e9mentaires"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Documents suppl\u00e9mentaires requis pour les candidats ayant un trouble de l\u2019apprentissage diagnostiqu\u00e9<\/h2>\n\n\n\n<p>En plus du formulaire de demande d\u2019admission et des documents justificatifs connexes, les documents suivants sont exig\u00e9s afin que votre candidature soit consid\u00e9r\u00e9e en vue d\u2019une admission dans des conditions modifi\u00e9es&nbsp;:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Un r\u00e9cent rapport psychop\u00e9dagogique :<\/strong>\u00a0il est dans votre int\u00e9r\u00eat de fournir des documents r\u00e9cents et complets sur votre trouble d\u2019apprentissage afin que des d\u00e9cisions \u00e9clair\u00e9es soient prises concernant votre admissibilit\u00e9 \u00e0 des consid\u00e9rations sp\u00e9ciales durant le processus d\u2019admission, et \u00e0 des accommodements pour vos \u00e9tudes universitaires. Nous pr\u00e9f\u00e9rons recevoir des rapports d\u2019\u00e9valuation psychop\u00e9dagogique \u00e9tablis dans les trois ann\u00e9es pr\u00e9c\u00e9dant la date pr\u00e9vue du d\u00e9but de vos \u00e9tudes \u00e0 York. Cependant, nous acceptons des rapports psychop\u00e9dagogiques documentant l\u2019existence de troubles d\u2019apprentissage, \u00e9tablis dans les cinq derni\u00e8res ann\u00e9es par un psychologue ou sous la supervision d\u2019un psychologue ou d\u2019un associ\u00e9 en psychologie de la province de l\u2019Ontario. (Pour les \u00e9tudiants adultes, nous acceptons un rapport \u00e9tabli pendant les \u00e9tudes secondaires.)<\/li>\n\n\n\n<li><strong>Les r\u00e9sultats de sous-tests r\u00e9cents :<\/strong>\u00a0le rapport doit inclure les r\u00e9sultats des sous-tests de l\u2019\u00c9chelle d\u2019Intelligence de Wechsler pour adulte (WAIS) ou d\u2019autres tests acceptables comme la batterie de tests psychop\u00e9dagogiques de Woodcock-Johnson. \u00a0Les r\u00e9sultats nous aident \u00e0 d\u00e9finir un plan p\u00e9dagogique efficace et, souvent, ils ne sont pas inclus dans le rapport final.<\/li>\n\n\n\n<li><strong>Les recommandations du Comit\u00e9 d\u2019identification, de placement et de r\u00e9vision (CIPR)\u00a0<\/strong>vous concernant, pour chacune de vos ann\u00e9es d\u2019\u00e9tudes secondaires (s\u2019il y a lieu).<\/li>\n\n\n\n<li><strong>Une lettre du personnel sp\u00e9cialis\u00e9 en \u00e9ducation de l\u2019enfance en difficult\u00e9\u00a0<\/strong>de votre \u00e9cole secondaire ou de votre coll\u00e8ge, indiquant la nature, l\u2019\u00e9tendue et la justification des accommodements scolaires jug\u00e9s appropri\u00e9s pendant vos deux derni\u00e8res ann\u00e9es d\u2019\u00e9cole secondaire.<\/li>\n\n\n\n<li><strong>Une d\u00e9claration personnelle \u00e9crite d\u2019environ 500 mots.<\/strong>\u00a0Dans cette d\u00e9claration, vous d\u00e9crirez votre trouble d\u2019apprentissage, comment ce trouble a eu des r\u00e9percussions sur vos notes, le type de soutien que vous attendez \u00e0 York, ainsi que vos objectifs d\u2019\u00e9tudes et de carri\u00e8re.<\/li>\n\n\n\n<li><strong>Une (ou des) lettre(s) de recommandation d\u2019enseignants<\/strong><\/li>\n\n\n\n<li><strong>Vos relev\u00e9s de notes officiels de l\u2019\u00e9cole secondaire<\/strong><\/li>\n\n\n\n<li>Tout\u00a0<strong>document suppl\u00e9mentaire<\/strong>\u00a0demand\u00e9 par le Bureau des admissions.<\/li>\n<\/ol>\n\n\n\n<h2 class=\"wp-block-heading\"><br>Directives suppl\u00e9mentaires concernant les documents se rapportant au trouble d\u2019apprentissage<\/h2>\n\n\n\n<p>Si vous souhaitez obtenir des services de soutien du Programme de l\u2019Universit\u00e9 York pour les \u00e9tudiants ayant des troubles d\u2019apprentissage (¿ì²¥ÊÓƵ Learning Disabilities Program -LDP), vous devez soumettre des documents permettant de v\u00e9rifier votre admissibilit\u00e9 \u00e0 ce programme sur la base de votre trouble d\u2019apprentissage diagnostiqu\u00e9.<br>Les directives suivantes vous permettront de vous assurer que les rapports d\u2019\u00e9valuation contiennent les informations n\u00e9cessaires pour justifier votre admissibilit\u00e9. Il ne s\u2019agit pas d\u2019une liste exhaustive et ces directives ne visent pas \u00e0 restreindre les \u00e9valuations fournies.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Une d\u00e9claration de diagnostic claire identifiant un trouble d\u2019apprentissage<\/strong>\u00a0doit \u00eatre pr\u00e9sent\u00e9e. Si un autre diagnostic est pertinent, il devrait aussi \u00eatre indiqu\u00e9 dans la d\u00e9claration.<\/li>\n\n\n\n<li><strong>Les tests doivent \u00eatre complets.<\/strong>\u00a0Le diagnostic ne doit pas \u00eatre bas\u00e9 sur un seul test. Plusieurs domaines doivent \u00eatre pris en compte, notamment \u2013 mais sans s\u2019y limiter \u2013 les aspects suivants\u00a0:<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Aptitude \u2013 L\u2019\u00c9chelle d\u2019Intelligence de Wechsler pour adulte (WAIS) indiquant les r\u00e9sultats des sous-tests est l\u2019outil d\u2019\u00e9valuation que nous pr\u00e9f\u00e9rons. La batterie de tests psychop\u00e9dagogiques de Woodcock-Johnson \u2013 Test of Cognitive Ability \u2013 est une alternative acceptable.<\/li>\n\n\n\n<li>Rendement \u2013 Vos ant\u00e9c\u00e9dents scolaires et une \u00e9valuation de votre niveau actuel en lecture, en math\u00e9matique et en langue \u00e9crite. Les outils d\u2019\u00e9valuation acceptables \u00a0comprennent : le Canadian Test of Basic Skills (test canadien de comp\u00e9tences de base); le Woodcock-Johnson Psychoeducational Battery \u2013 Tests of Achievement; le Stanford Test of Academic Skills (TASK); ou des tests de rendement sp\u00e9cifiques comme le Test of Written Language, le Woodcock Reading Mastery Test, ou le Stanford Diagnostic Math Test.<\/li>\n\n\n\n<li>Traitement de l\u2019information \u2013 Les domaines pertinents concernant le traitement de l\u2019information (p. ex., m\u00e9moire \u00e0 court et \u00e0 long terme, m\u00e9moire s\u00e9quentielle, perception visuelle\/auditive, attention, dext\u00e9rit\u00e9, vitesse de traitement) devraient \u00eatre \u00e9valu\u00e9s en utilisant des sous-tests du WAIS ou du Woodcock-Johnson Psychoeducational Battery \u2013 Tests of Cognitive Ability, ou d\u2019autres outils appropri\u00e9s choisis par le psychologue.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Les tests doivent \u00eatre assez r\u00e9cents<\/strong>.\u00a0Nous acceptons des \u00e9valuations datant des cinq derni\u00e8res ann\u00e9es avant la date pr\u00e9vue du d\u00e9but des \u00e9tudes \u00e0 l\u2019Universit\u00e9 York; nous acceptons des rapports plus anciens pour les candidats qui ne font pas de demande d\u2019admission en vertu du \u00ab\u00a0processus d\u2019admission dans des conditions modifi\u00e9es\u00a0\u00bb.<\/li>\n\n\n\n<li><strong>Les r\u00e9sultats\/donn\u00e9es des tests doivent \u00eatre inclus<\/strong>. Cette information nous aide \u00e0 \u00e9tablir un plan de soutien appropri\u00e9 et peut \u00eatre n\u00e9cessaire pour justifier l\u2019admissibilit\u00e9 \u00e0 des demandes sp\u00e9ciales de remplacement de cours ou d\u2019accommodements raisonnables.<\/li>\n<\/ul>\n\n\n\n<p>Remarque : les \u00e9tudiants qui pr\u00e9sentent des rapports psychop\u00e9dagogiques ne r\u00e9pondant pas aux crit\u00e8res susmentionn\u00e9s pourraient devoir faire l\u2019objet d\u2019une \u00e9valuation diagnostique suppl\u00e9mentaire avant de recevoir des services de soutien du LDP de l\u2019Universit\u00e9 York.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Documents suppl\u00e9mentaires requis pour les candidats ayant un trouble de l\u2019apprentissage diagnostiqu\u00e9 En plus du formulaire de demande d\u2019admission et des documents justificatifs connexes, les documents suivants sont exig\u00e9s afin que votre candidature soit consid\u00e9r\u00e9e en vue d\u2019une admission dans des conditions modifi\u00e9es&nbsp;: Directives suppl\u00e9mentaires concernant les documents se rapportant au trouble d\u2019apprentissage Si vous [&hellip;]<\/p>\n","protected":false},"author":440,"featured_media":0,"parent":26854,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","footnotes":""},"tags":[],"class_list":["post-29377","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Documents suppl\u00e9mentaires | Glendon Campus<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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