{"id":4308,"date":"2024-09-11T15:16:32","date_gmt":"2024-09-11T19:16:32","guid":{"rendered":"https:\/\/aqeips.org\/?p=4308"},"modified":"2025-06-18T14:33:29","modified_gmt":"2025-06-18T18:33:29","slug":"form-1015-what-you-need-to-know","status":"publish","type":"post","link":"https:\/\/aqeips.org\/en\/form-1015-what-you-need-to-know\/","title":{"rendered":"Form 1015: what you need to know\u00a0"},"content":{"rendered":"
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A new version<\/a> of Form 1015 for 2025\u20132026 has been published.<\/p>\n\n\n\n

The AQEIPS team is aware that the many changes to the form over the years can be a source of stress for our members. We will be addressing the update soon.<\/p>\n\n\n\n

<\/div>\n\n\n\n
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Understanding Form 1015<\/h2>\n\n\n\n

Since 2018, the Quebec Association for Equity and Inclusion in Postsecondary Education (AQEIPS) has been working to put an end to discriminatory practices related to the form 1015 for student financial assistance (AFE). This year, our association decided to compile the various versions of the form and analyze the modifications that have taken place over the years, as well as look at the political exchanges that surround this form. Our research shows that there are alarming and discordant practices by the AFE when it comes to form 1015, both in terms of processing requests as well as the discriminatory nature of certain regulations.<\/p>\n<\/div>

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What is Form \u201c1015\u201d?<\/h3>\n\n\n\n

Form 1015; Permanent impairment leading to significant and persistent incapacity<\/em> (2024) is a medical certificate for post-secondary students with disabilities. To date, it aims to certify that the student has a \u201cpermanent physical or mental impairment, resulting in a significant and persistent incapacity which leads him or her to encounter significant obstacles in the pursuit of his or her full-time studies or in his or her integration in the labor market\u201d.<\/strong> (Ministry of Higher Education, 2024) As this document indicates, it must be completed by a doctor or health professional as part of an application for the Loans and Bursaries Program <\/em>or the Education Program Allowance for Special Needs<\/em>, with the Student Financial Aid government office. This document allows a student with an eligible disability to obtain financial assistance entirely in the form of a bursary. <\/p>\n\n\n\n

<\/div>\n\n\n\n

Form 1015 at AQEIPS<\/h3>\n\n\n\n

At AQEIPS, we support students with disabilities in various aspects of their academic life. Requests for assistance relating to form 1015 have left our team confused (probably as much as our members) regarding the various steps in the application process with the AFE, leading to an acceptance or refusal.    
 
For almost 10 years, it seems that certain students with disabilities have obtained major functional deficiency (DFM) status from the AFE, allowing them to see their loan transformed into bursaries while others have not, even though the same diagnosis was written on form 1015 by a health professional. <\/strong>  
 <\/p>\n\n\n\n

We are trying to understand why. <\/p>\n\n\n\n

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A history of the modifications <\/h2>\n\n\n\r\n
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\r\n 1. Requests for change in 2015 <\/a>\r\n <\/h3>\r\n\r\n
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As early as 2015, AQEIPS noticed that a concern was raised by a partner organization regarding the 2014-2015 version of form 1015. According to a letter addressed to the General Director of University and Inter-order Affairs, the problem of a lack of clarity in the form, particularly the absence of a specific box for so-called \u201cemerging\u201d disabilities, such as learning disabilities is said to be problematic and is criticized.<\/span>\u00a0<\/span><\/p>\n

However, under section 47 of the <\/span>Regulation respecting financial assistance for studies<\/span><\/a>, only a limited number of disabilities are recognized as a major functional impairment; <\/span>severe visual impairment, severe hearing impairment, motor impairment and organic impairment<\/span><\/b>. The AFE therefore maintained throughout its practices that a learning disability was not recognized as a major functional impairment.<\/span>\u00a0<\/span><\/p>\n

The university advisors confirmed that for a diagnosis of, ADHD, for example, doctors who checked the \u201corganic deficiency\u201d box when completing the form allowed several students to be given the DFM status, while students whose doctor checked the \u201clanguage or speech disorder\u201d box, did not receive the DFM status. Simply because a doctor checked a different box, while entering the same diagnosis, some students saw their loans transformed into bursaries while others did not. The advisors therefore requested a revision of the form to introduce a separate category for these disabilities and clarify the rules in order to avoid any ambiguity.<\/span>\u00a0<\/span><\/p>\n <\/div>\r\n <\/div>\r\n

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\r\n 2. Addition and removal of an \u201cothers\u201d box in 2018 <\/a>\r\n <\/h3>\r\n\r\n
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It was only in <\/span>May 2018<\/span><\/b> that an \u201cothers\u201d box appeared on the form. This box allowed health professionals to write in a diagnosis of an \u201cemerging\u201d disability situation that was not listed on the form, such as ADHD, autism spectrum disorder and any other situation.<\/span>\u00a0<\/span><\/p>\n

Although the form indicated that only “by checking <\/span>Yes<\/span><\/i> in the first four [major functional impairments: <\/span>severe visual impairment, severe hearing impairment, motor impairment and organic impairment<\/span><\/b>]” the document made the student eligible for financial assistance entirely under the form of a bursary (Ministry of Higher Education, 2018). With the new fifth box “others\u201d, people with an emerging disability falling into this category <\/span>could not be granted<\/span><\/b> access to this bursary under regulation 47<\/span><\/b>. Nevertheless, students and their doctors seemed to expect a positive response from the AFE, which led to a lot of confusion and requests for review.<\/span>\u00a0<\/span><\/p>\n

According to a written exchange between Mr. Jean-Fran\u00e7ois Roberge and Mr. Simon Jolin-Barette, it seems that <\/span>this famous \u201cothers\u201d box was removed in August 2018, almost three months later<\/span><\/b>, following an intervention by the College of Physicians<\/span>\u00a0with the AFE.<\/span>\u00a0<\/span><\/p>\n

Several students who submitted form 1015\u00a0 which contained the \u201cothers\u201d box allegedly received a phone call from the AFE inviting them resubmit a second version of the form (without the \u201cothers\u201d box), recreating a context similar the one denounced in 2015; simply because a doctor checked a different box, while entering the same diagnosis, some students saw their loans transformed into bursaries while others did not.<\/span>\u00a0<\/span><\/p>\n

According to a report published in 2022 by the Protecteur du Citoyen<\/span>, the AFE does not have an in-house medical service, and confirmed in an interview that it does not have the necessary expertise to question the opinion expressed by a doctor who completed form 1015 (p.30). The processing of requests is thus purely administrative, and a request was automatically accepted when the doctor certified by checking the matching boxes that the deficiency:<\/span>\u00a0<\/span><\/p>\n

– Is permanent;\u00a0 <\/span><\/p>\n

– Causes significant and persistent limitations in the accomplishment of the student’s academic activities;\u00a0 <\/span><\/p>\n

– Are part of one of the four categories of impairment provided (severe visual impairment, severe hearing impairment, motor impairment and organic impairment).\u00a0 <\/span><\/p>\n

This would explain why (with the same diagnosis) some students obtained DFM status while others did not. <\/span><\/p>\n

According to current understanding, even if this \u201cothers\u201d box had not been removed, students with disabilities whose health professional would have checked \u201cothers\u201d in 2018 would not have obtained DFM status, as the diagnosis would have been entered on the same form supported by the regulation 47<\/span><\/b><\/b>.<\/span><\/b>\u00a0<\/span><\/p>\n <\/div>\r\n <\/div>\r\n

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\r\n 3. Modification for 2024-2025<\/a>\r\n <\/h3>\r\n\r\n
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In 2023, a project was introduced to modify <\/span>article 47 of the Regulation on financial assistance for studies<\/span><\/a>. The project aimed to replace the fixed categories of major functional impairment with a broader definition that considers the significant and persistent impact of an impairment, thus extending the definition to emerging disabilities. This modification is welcomed by both AQEIPS and the Protecteur du citoyen <\/span>and appears to be in line with the recommendations of the Commission on Human Rights and Youth Rights<\/span>.<\/span>\u00a0<\/span><\/p>\n

However, the new question on integration into the labor market, which was added to the form, was strongly criticized for both its lack of realism and lack of complexity. Already in 2022, the AFE mentioned to the Protecteur du citoyen <\/span>\u201cthat in 2018 it had added a question on the ability to work after graduating to its medical certificate, but that the College of Physicians <\/span>had requested that it be removed. The professional order in fact maintained that its members were not able to answer this question, especially several years before a student had completed their studies.\u201d (Protector du Citoyen, 2022, p. 31) Thus, the new form, available below, presents its share of questions.<\/span>\u00a0<\/span><\/p>\n <\/div>\r\n <\/div>\r\n <\/div>\r\n\n\n\n

<\/div>\n\n\n\n

AQEIPS\u2019 actions <\/h2>\n\n\n\n
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At AQEIPS, we continue to offer support to students seeking information relating to form 1015. We continue to denounce the disparities and lack of clarity in AFE decision-making regarding form 1015 and we continue to participate and collaborate with legal and associative organizations, with the goal of improving AFE practices and limiting confusion and injustice around this famous form. <\/p>\n\n\n\n

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Do not hesitate to write to us if you have any questions regarding form 1015.<\/p>\n\n\n\n

Follow us on social media and on our website<\/a> to stay up to date with news related to the situation.<\/p>\n<\/div>\n\n\n\n

<\/div>\n\n\n\n

EARLIER VERSIONS OF THE FORM (French)<\/h4>\n\n\n\n
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1015_2016-2017<\/a><\/div>\n\n\n\n
1015_2018-2019 (avant)<\/a><\/div>\n\n\n\n
1015_2018-2019<\/a><\/div>\n\n\n\n
1015_2024-2025<\/a><\/div>\n<\/div>\n\n\n\n
<\/div>\n\n\n\n

SOURCES<\/h4>\n\n\n\n
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La Commission des droits de la personne et des droits de la jeunesse. (2015). Rapport de suivi, l\u2019accommodement des \u00e9tudiants et \u00e9tudiantes en situation de handicap dans les \u00e9tablissements d\u2019enseignement coll\u00e9gial<\/em>. https:\/\/www.cdpdj.qc.ca\/fr\/publications\/rapport-de-suivi-laaccommo<\/a> <\/p>\n\n\n\n

Minist\u00e8re de l\u2019\u00c9ducation, de l\u2019Enseignement sup\u00e9rieur et de la Recherche (MEESR). Directives Certificat m\u00e9dical – D\u00e9ficiences fonctionnelles majeures et autres d\u00e9ficiences reconnues (1015). Gouvernement du Qu\u00e9bec. Version 2015 <\/p>\n\n\n\n

Minist\u00e8re de l\u2019Enseignement sup\u00e9rieur et Aide financi\u00e8re aux \u00e9tudes. Certificat m\u00e9dical D\u00e9ficiences fonctionnelles majeures et autres d\u00e9ficiences reconnues 2018-2019. Gouvernement du Qu\u00e9bec. Version 2018 <\/p>\n\n\n\n

Minist\u00e8re de l\u2019Enseignement sup\u00e9rieur et Aide financi\u00e8re aux \u00e9tudes. Certificat m\u00e9dical \u2013 Personne aux \u00e9tudes D\u00e9ficience permanente entra\u00eenant une incapacit\u00e9 significative et persistante 2024-2025. Gouvernement du Qu\u00e9bec. Version 2024.  <\/p>\n\n\n\n

Protecteur du citoyen. (2022, mars). Aide financi\u00e8re aux \u00e9tudes\u202f: Mieux accompagner les \u00e9tudiantes et \u00e9tudiants en faisant preuve de transparence et d\u2019\u00e9coute<\/em> [Rapport sp\u00e9cial]. https:\/\/protecteurducitoyen.qc.ca\/fr\/nouvelles\/communiques\/rapport-special-aide-financiere-aux-etudes<\/a> <\/p>\n<\/div>\n<\/div>\n\n<\/div>\r\n","protected":false},"excerpt":{"rendered":"

A new version of Form 1015 for 2025\u20132026 has been published. The AQEIPS team is aware that the many changes to the form over the years can be a source of stress for our members. We will be addressing the...
Read more about Form 1015: what you need to know\u00a0<\/span><\/a><\/p>","protected":false},"author":7,"featured_media":4290,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[42],"tags":[39,41],"class_list":["post-4308","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles","tag-academic-life","tag-financial-help"],"acf":[],"yoast_head":"\nForm 1015: what you need to know\u00a0 - Quebec Association for Equity and Inclusion in Post-Secondary Education<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/aqeips.org\/form-1015-what-you-need-to-know\/?lang=en\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Form 1015: what you need to know\u00a0 - 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