Our staff work collaboratively with students to determine appropriate accommodations. Where appropriate, staff and students work in conjunction with faculty, community and campus resources to develop and implement an individualized plan.
There are no costs to students registering with the Accessible Learning Centre (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.
Congratulations on your hard work in getting your student to this point in his or her academic career. We highly encourage you to communicate with your student to learn about his or her journey with the ALC and ask for your patience in understanding that the ALC is obligated to treat students’ personal information as private and confidential.
Families provide an important element of stability at a time when many things are in a state of change for your student, and we welcome the opportunity to provide you with helpful information to support the transition process.
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 central issue 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 your student to book an appointment if he or she has a concern, or teach your student how to craft an email to a professor.
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