INFORMATION FOR PARENTS AND STUDENTS

TRANSITION TO POST-SECONDARY STUDIES

DIFFERENCES

Different educational system – post-secondary is adult-centered

Students no longer “exceptional”; they are “disabled”

Different criteria for services – must prove a disability to receive services

Different services and accommodations Different expectations of students, parents,

professors and counsellors (e.g. often no resource room)

A FEW DIFFERENCES

Secondary School Exceptionality Right to service

based on Education Act

Services based on educational needs

Modifications may be permitted

Post- Secondary Disability Right to service based

on Human Rights Code

Services based on compensating for effects of disability

No modifications in program allowed

EXCEPTIONALITY

Not a post-secondary category Behaviour Communication (autism, language

impairment, speech impairment, learning disability)

Intellectual (giftedness, mild intellectual disability)

Physical (blind, low vision, mobility) Multiple

POST-SECONDARY DISABILITY CATEGORIES

• Acquired brain injury• Autism spectrum disorder/ Asperger’s • Attention deficit disorder• Chronic illness/systemic/medical• Deaf, deafened, hard of hearing• Learning disability• Low vision, blind• Mobility/functional• Psychiatric• Other (communication disorders, mild intellectual

disability)

HUMAN RIGHTS AND COLLEGE POLICY

Student’s Responsibility: Notify the college of

need for service

Provide documentation of disability

Meet the published learning outcomes of courses

College’s Responsibility: Abide by the Human

Rights Code

Make education accessible to the student

Respect the student’s privacy and dignity

Students must self-advocate!

DOCUMENTATION

Medical , physical or psychiatric: Letter or medical form from physician or qualified practitioner

ADHD: Letter or medical form from physician or psychiatrist or assessment from psychologist

Hearing Loss: Audiology report Learning Disability: Assessment report from

psychologist ; IPRC statement Other: Letter or medical form from qualified

practitioner (speech pathologist)

DOCUMENTATION FOR LD

3 levels of documentation for students with learning disabilities

Access to services and accommodations may vary, depending on the level of documentation

DOCUMENTATION – LEVEL 1

IEP where there is no clear diagnosis

Educational assessments with evidence of academic difficulty

Partial report

DOCUMENTATION

Possible Accommodations for Level 1 Documentation: Peer note sharing Extra time for tests and exams Reduced course load (60% for OSAP

purposes) Access to computer lab with adaptive

technology Peer tutoring

DOCUMENTATION – LEVEL 2

Diagnosis of learning disability, but needs updating Eligible for all level 1 accommodations, as well

as: Access to Bursary for Students with Disabilities Can receive textbooks in alternate formats from

publishers Possible extended accommodations for tests Reduced course load (40% for OSAP purposes) Tuition cap Note taking services, coaching, external tutoring

DOCUMENTATION – LEVEL 3

Level 3 Current and full assessment, which meets

all diagnostic criteria

Eligible for all preceding accommodations plus

Testing accommodations for provincial licensing bodies (College of Nurses etc.)

BURSARY FOR STUDENTS WITH DISABILITIES

Bursary can be used for services and equipment

Must qualify for OSAP to be eligible Must work with Accessibility staff to

apply Must indicate a permanent disability on

the OSAP application form Equipment received through the

bursary belongs to the student

PREPARING FOR POST-SECONDARY

Encourage students to think about: Their learning strengths and needs Their interests, hobbies and extracurricular

activities Program requirements and demands Amount and kinds of support available at the

school Financial issues; student loans, scholarships,

bursaries Campus location and size What the community offers

PREPARING FOR POST SECONDARY

Students should: Assemble their documentation before

leaving secondary school Be able to explain their disability, their

strengths and their needs Self-identify to Accessibility Services as soon

as they accept an offer of admission – cannot identify on college application

Check early to see if their documentation will be accepted by the college or university of their choice

A WORD ABOUT TRANSITIONS

Remember that making a transition can be challenging and confusing

Take an active role in your son’s or daughter’s transition planning

Do not assume that you know what your teen needs

Encourage your teen to take an active role in making decisions, planning and researching

THANKS!

Questions, comments?Contact us – we want to help!

Accessibility ServicesFanshawe College

Room F2010519-452-4282

success@fanshawec.ca