The Accessible Learning Centre (ALC) is committed to providing students with temporary or permanent disabilities any access or accommodations they may need to participate in equal opportunities. We highly encourage you to communicate with your student to learn about how the ALC can give them the support they need.
Some services that the ALC provides include:
Our ALC staff work collaboratively with students to determine appropriate accommodations. Staff and students work in conjunction with faculty, community and campus resources to develop and implement an individualized plan where appropriate.
There are no costs to students registering with the ALC. At times, there may be a cost associated with certain accommodations (e.g. purchasing technology for home use, tutoring, updated documentation, etc.). Students can discuss potential funding options with their disability consultant.
Families provide an important element of stability at a time when many things are in a state of change for students, and we welcome the opportunity to provide you with helpful information to support the transition process. We ask for your patience in understanding that the ALC staff is obligated to treat students’ personal information as private and confidential.
Under the Human Rights Code, universities are mandated to have accessible learning offices on campus to ensure access to accommodations for students with documented disabilities. The ALC offers accommodations often similar to those in high school, however there are some important distinctions:
We recognize that the transition to university is not just for students; families also experience changes in their roles. We hope the following key strategies will assist you in helping your student achieve a smooth transition to university.
The transition to becoming an independent adult is emotionally charged for many young people and their families. Layering in a disability can sometimes make it even more challenging. We encourage families to stay engaged and practice self-compassion throughout the process.
A common theme during this transition is figuring out how expressions of support and being needed have changed in your relationships, and shifting to new ways of demonstrating support. Transitioning from “doing for” to “offering encouragement” invites a change in perspective.
We find that "doing for" can undermine students' self-confidence, and limit their growth in taking responsibility for their own affairs.
Coach your student on how to express his or her needs, remind them to book an appointment if they have a concern, or teach them how to craft an email to a professor.
As your student makes the transition from high school to university, understanding your responsibilities as a parent/guardian will help your student adjust easier to university life.
As an involved parent or guardian, you have likely been your student's advocate for years and it is a role that has become familiar to you both. Now as a student in a postsecondary environment, it is important for your student to develop and strengthen their self-advocacy skills.
As your student engages in their university career, there will be times when they need to independently manage issues that arise in the classroom and beyond. Knowing how to self-advocate is crucial. The tips below will guide you in helping your student develop self-advocacy skills:
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