What are the changes to form 1015 for the 2025-2026 academic year? 

Note: These definitions are provided for information purposes only and reflect the interpretation of these terms by the AQEIPS team, based on the definitions included by AFE in form 1015.

Permanent impairment and functional limitation 

Permanent impairment is an alternative term for “disability”, i.e. a persistent inability to perform certain tasks due to a functional limitation affecting sight, hearing, motor skills, language or cognitive functioning. 

Significant and persistent disability 

A significant and persistent disability is a disability which causes major obstacles in the day-to-day activities of the person concerned (e.g. getting around, reading, focusing on daily tasks, etc.), and which persists over time and despite the implementation of support measures or adaptive tools to alleviate the situation. 

• For example: A person who needs glasses can fully compensate for their low vision. They therefore do not have a significant and persistent disability. On the other hand, a person with a visual impairment caused by a brain injury cannot fully compensate for their disability, and therefore has a significant and persistent disability. 

Dynamic disability 

A disability can be said to be “dynamic”, meaning that symptoms can vary in nature and intensity, but this does not mean that it is temporary, since it remains persistent over time. 

• For example: a leg fracture creates a temporary motor disability, as it will heal over time. This situation may be significant, but it is not persistent. On the other hand, a chronic illness can create a motor disability that is temporary but persistent over time. 

We have identified five main changes:  

• An explanatory paragraph has been added at the beginning of section 3. It aims to define the terms “significant and persistent disability”. 

• The headings of the binary-choice questions no longer specify the different types of means used to alleviate the disability. Previously: “technical means, medication, therapy, or any other element making it possible to correct or attenuate the incapacity, the deficiency”.  

• The checkbox options now apply specifically to the course of study, and not to the entire life of the person concerned. “For the rest of their life?” has been replaced by “At the end of the studies?” and “For the entire duration of the studies?”.

• The words “To be reassessed” have been added next to the “No” box for binary choice questions. 

• The title of the open-ended questions requiring an explanation from the healthcare professional now specifies that it is expected to provide “Details concerning obstacles related to integration into the labour market / further education”. 

Overall, this new edition of the 1015 form offers a better understanding of AFE’s criteria and expectations. We anticipate that this will have a positive impact on applicants, by reducing the uncertainties associated with the form and enabling healthcare professionals to clearly describe the obstacles encountered by the student. 

Note: AQEIPS is not in a position to give concrete advice to students or healthcare professionals on how to complete form 1015, or to anticipate the decision rendered by the AFE. We do, however, offer three main recommendations to guide you through the process. 

1. Carefully fill out the application 

According to the information available to us, it is important to take into account the following wording: “despite the means used to alleviate it, the impairment suffered by this person results in significant and persistent disabilities that create major obstacles”. 

• Choose the healthcare professional who will fill out your form carefully. For example, a psychologist who provides frequent follow-ups will be more familiar with your issues than a psychiatrist who sees you a few times a year.  
• Prepare for your appointment by writing down the obstacles you are encountering and the measures and tools you use to overcome them. 
• Take the time to work with your doctor and/or psychologist to formulate clear, representative answers about the obstacles you’ve encountered, despite the systems, measures and tools that have been put in place to alleviate your difficulties.
• Pay particular attention to the questions dealing with the request you wish to make (see the “Important informations” section of the form included in the annex). 

2. Get informed about other options 

Please note: Obtaining a diagnosis does not guarantee a positive decision from the AFE, either for obtaining financial aid or for converting student loans into grants! In addition, a change in student status from full-time to part-time may have an impact on the awarding of grants. 

• When planning your course of study, take into account the possibility that your application may not be approved. 

• Explore different funding options, including scholarships offered by your school and external organizations. 

3. Keep records of the application 

It is important to be able to refer to the documents provided, as well as to the communications received, in the event that the application is refused by the AFE. 

• Keep a record of your application in a dedicated file: form scanned before sending, communications from the AFE, key dates. 

• Make sure to note what financial assistance you have been granted, over what period of time and under what conditions. 

1015 – Medical Certificate – Permanent Disability

Support Guide – Allowance for speccials Needs program – Adults 2025-2026

Légis Québec 

Loans and Bursaries Program
Sections 1, 2, 3 and 4 must be completed.
The student may benefit, depending on the case and under certain conditions, from the following accommodation measures:

• Receive financial assistance completely in the form of a bursary if the student encounter major obstacles in their eventual entry to the labour market full-time or part-time for the rest of their life due to their disability (Section 3A, question 2);
• Possibility of receiving financial assistance between two study periods, generally during the summer, if the student is not in studies or able to work to provide for their needs during this period due to their disability (Section 3A, question 1);
• Remain eligible for the Loans and Bursaries Program even if the student is in part-time studies because they are unable to pursue full-time studies due to their disability (Section 3B, questions 1 and 2).