About us :

The Quebec Association for Equity and Inclusion in Postsecondary Education (AQEIPS) was created in 1991 “by and for” students with disabilities in postsecondary education (CEGEP, university, and vocational programs). We organize activities, offer support, and collaborate on research projects to promote and collectively defend the rights of students. We also offer an annual bursary program to support students with disabilities in pursuing their studies.

Advocating and ensuring fairness

For nearly 10 years, AQEIPS has been working to ensure greater consistency and reduce practices that we consider discriminatory in connection with Form 1015 of the Financial Assistance for Education (AFE) program, particularly with regards to the recognition of major functional impairments (DFM) in students with emerging or invisible disabilities. In collaboration with certain legal organizations and partners, we have observed decisions that are sometimes opaque, even arbitrary, where students were granted or denied this status despite identical diagnoses and needs.

The lack of clarity that confused some professionals when completing the form, the procedural and administrative constraints limiting the analysis of documents, and a definition of DFM that did not always correspond to certain student realities, or even significantly contravened the Charter, have been raised in several documents and reports over the years. These findings reaffirm our commitment to advocating for financial assistance that is truly equitable, accessible, and respectful of the rights of students with disabilities.

New version of the 1015 form well received

As we begin the fall semester of 2025, AQEIPS would like to commend the initiatives and work that have led to improvements in the 2025-2026 version of AFE Form 1015. This year’s changes mark an important step toward greater fairness and clarity for students with disabilities, as well as the organizations and professionals who support them.

Changes to Form 1015 2025-2026

In an article published last September, the AQEIPS team listed the changes to Form 1015 in order to assess its progress in terms of transparency and inclusivity, as well as to guide those concerned in their use of the form:

• A better definition of the terms used;

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

• Greater decision-making possibilities for professionals;

The titles of the two yes/no questions in section 3 no longer specify the different types of means used, which were somewhat limited, to compensate for the disability. The choices that were previously listed: “technical means, medication, therapy, or any other element that corrects or mitigates the disability or impairment.” In addition, the specification “To be reassessed” has been added next to the “No” box for the two questions in section 3.

• Professionals can now take into consideration the student’s current course of study, rather than their entire professional life that has not yet begun;

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

• An opportunity to raise awareness of concrete obstacles that reflect the reality of student life;

The title of the open-ended questions in section 3 requiring an explanation from the healthcare professional now specifies that they are expected to provide “Details regarding barriers to related to integrating the job market / continuing education.”

In addition, Draft Regulation 2024-2025 amends the Regulation respecting financial assistance for education with regard to students with disabilities in AFE programs, aiming to ensure semantic consistency with current legislation on disability and to broaden access to major functional impairment status for several diagnoses that were previously difficult to qualify for, such as autism, ADHD, and generalized anxiety disorder (Quebec, 2023).

For us, these changes are the result of a long dialogue between the Ministry, the Advisory Committee on the Affordability of Education, service and support centers, affected students who took a stand, and legal and advocacy organizations, including AQEIPS. We recognize the efforts of AQEIPS members who have mobilized, as well as the Ministry’s efforts to listen and analyze. We highlight its positive impact: in our view, the process for accessing financial assistance should now be more consistent, more equitable, and more respectful of diverse abilities.

The collective effort must continue…

While these changes represent significant progress, for us, they should not mark the end of our work.

Let us remember that accessibility and inclusion are never guaranteed: they are part of a constantly evolving process that must be regularly reevaluated and aligned with the social, legal, and educational contexts in which they are implemented.

Let us remember that many students with disabilities, who were previously excluded due to questionable or even discriminatory practices by the AFE, have suffered in the past and continue to suffer today from the financial shortcomings caused by these refusals. Some have even been forced to abandon their educational journey. What about these people?

Let us remember the importance of continuing our vigilance, dialogue, and mobilization so that none of our members are left behind. AQEIPS will continue its efforts to ensure that these injustices are not forgotten, and we urge that reparations be considered.

Signed : The AQEIPS team

* In order to get an overall picture of the current 1015 form, we invite you to share your experience, positive or negative, with applying for recognition of your major functional impairment. If you would like to contact us to talk about the 1015 form or share your experience, please write us or fill out the communication form for the 1015 in the member area.

 

—————————————————————————————————————————————–

Sources :  

La Commission des droits de la personne et des droits de la jeunesse. (2015). Rapport de suivi, l’accommodement des étudiants et étudiantes en situation de handicap dans les établissements d’enseignement collégial.  

Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche (MEESR). Directives Certificat médical – Déficiences fonctionnelles majeures et autres déficiences reconnues (1015). Gouvernement du Québec. Version 2015  

Ministère de l’Enseignement supérieur et Aide financière aux études. Certificat médical Déficiences fonctionnelles majeures et autres déficiences reconnues 2018-2019. Gouvernement du Québec. Version 2018  

Ministère de l’Enseignement supérieur et Aide financière aux études. Certificat médical – Personne aux études Déficience permanente entraînant une incapacité significative et persistante 2024-2025. Gouvernement du Québec. Version 2024.   

Protecteur du citoyen. (2022, mars). Aide financière aux études : Mieux accompagner les étudiantes et étudiants en faisant preuve de transparence et d’écoute [Rapport spécial].