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Transitioning to University

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This page is your guide to understanding the transition to university as a student with a disability. 

Embarking on your post-secondary journey is an exciting step forward, but it can also raise questions about how support and accommodations change. Here, we aim to provide insight into how accommodations are different between high school and university, and the programming and resources available to you. 

Whether you're a student getting ready for this new chapter or a parent/support person, we're to help with this transition.

Accommodations in high school vs. university - what's the difference?
 

High school accommodations don't automatically transfer to post-secondary settings.

Discover the differences between high school and university accommodations with our guide, ensuring you're prepared for the transition and know what to expect when you come to TMU. 

IEPs vs Academic Accommodations

How can I learn about transitioning to university as a student with a disability?

Discover SHIFT, TMU's orientation designed for students with disabilities, providing key insights on transitioning to post-secondary education and navigating accommodations.

SHIFT connects you with resources, supports, and peers, ensuring a seamless entry into your academic journey.

Check out SHIFT  (opens in new window) 

Looking for more resources to smooth your transition to university life?

Check out TMU's resources for new students, designed to support your academic journey from day one.

Admissions: New Students (opens in new window) 

Navigating TMU: Getting Started in Your First Year (opens in new window) 

The ultimate guide to student services and supports at TMU (opens in new window) 

Student Life & Learning: Campus Supports (opens in new window) 

 

Things to consider

High School

University

What it is

Individualized Education Plan (IEP)

Academic accommodation plan

Governing Law

The Ontario Education Act (external link) 

The Canadian Charter of Rights and Freedoms (external link) 

The Ontario Human Rights Code (external link) 

Accessibility for Ontarians with Disabilities Act (external link) 

Who it’s for

Students with disabilities and students without disabilities who require special education programs/services.

Students with disabilities.

Purpose

To provide a personalized educational program that meets the individual needs of students who require some form of accommodation/modification to be successful.

To ensure equal access to education for students with disabilities by providing reasonable accommodations.

Focus is on

Success. IEPs are designed with the primary aim of ensuring the student's success through comprehensive support, which typically includes (but is not limited to) accommodations.

Access. The focus at the post-secondary level shifts towards accommodations that aim to provide access and remove barriers to education, emphasizing equal opportunities.

What you need to provide

Formal documentation indicating the presence of a disability or informal identification through teacher recommendations and parental consultation.

Formal documentation indicating the presence of a disability.

It must outline the functional impacts experienced in an academic setting and be completed by a healthcare provider qualified to make the diagnosis.

Implemented by

 Teachers and parents are actively involved in arranging supports and accommodations. IEPs are shared automatically to teachers and automatically implemented It is the student's responsibility to self-identify as having a disability and register with AAS. It is also the student's responsibility to send their accommodaiton plan to their instructors if they require their accommodations.

Development Process

Developed by a team including educators, parents, and sometimes the student.

Students are responsible for initiating and managing their  accommodation needs. Accommodation plans are developed by the disability services office in collaboration with the student.

Content

IEPs include:

  • A description of strengths and weaknesses 
  • Specific educational expectations
  • An outline of the special education programming and services that will be received. This includes:
    • Academic Accommodations: Changes in how a student learns materials or completes an activity
    • Modifications: Changes in what a student is expected to learn. This may involve changing grade level expectations to meet a student’s needs or capabilities.
    • Alternative Skills Areas: Unrelated to curriculum, these are non-academic areas to work on such as social skills, personal skills, fine-motor skills, etc. 
  • A statement about methods of progress reviewal 
  • Transition plan with goals, actions, and timelines.

Academic accommodation plans include:

  • Academic Accommodations: Changes in how a student learns materials or completes an activity.

Accommodations are a planned variation or adjustment in the way a student acquires and demonstrates the essential academic requirements needed to successfully meet the learning objectives of a course or program. 

Academic accommodation plans do not include modifications or change the level or amount of work a student is expected to complete.  

Resources

Government of Ontario: Individual Education Plans (external link) 

 (PDF file) Handbook for New Elementary Teachers in Ontario

Transition Resource Guide for Students with Disabilities: Transition to Post-Secondary Education (external link) 

Ontario Human Rights Code: The opportunity to succeed: Achieving barrier-free education for students with disabilities Postsecondary education (external link) 

Policy 159: Academic Accommodation of Students with Disabilities