Students transitioning to university should be well-prepared by understanding the differences in teaching and learning processes compared to high school. They need to be aware of the support options available, such as Accessibility Services and the Writing Centre, and how to access these resources.
Remind the student of the planning and self-
advocacy skills that the student has developed
throughout their time in high school, and to use
these throughout their time in post-secondary
education.
Support Staff
Discuss the options for help that the student has
available with them, focusing on Accessibility services
and the Writing Centre, and how to gain access to them.
A copy of a recent diagnostic report (three years or
less) which states the nature of the disability,
symptoms and difficulties experienced, recommended accommodations/strategies is the mandatory requirement for a student with ADHD at the University of Toronto is one possible example of additional documentation that accompanies the original IEP from high school. Parents, along with the student in question, must ensure all documentation for their respective special need is current upon submission in order to gain access to Accessibility Services on entry to the University.
Discuss what university will be like for the student,
focusing on the university teaching and learning
process to best prepare them
Ensure that the students IEP and IPRC information
is both accessible and up to date to help make the
students transition to university easier.
Student preparation for Transition
A copy of a recent diagnostic report (three years or
less) which states the nature of the disability,
symptoms and difficulties experienced, recommended accommodations/strategies is the mandatory requirement for a student with ADHD at the University of Toronto, as one possible example of additional documentation that accompanies the original IEP from high school.
Encourage student to reflect on the progress that they made
in high school and where they want to improve from here.
Focus on further development of their own self-advocacy
skills while they are still in high school, and use these
once they begin the new school year when needed.
Student has taken the time to research what supports
are available to them at their chosen school
Discussion with support staff has informed
student how to best apply for accessibility services
at their chosen school
Parents
Emphasize their child's self-advocacy
skills which they have developed
throughout high school.
Address any concerns with the
parent by answering questions they
may have, and directing them to
Accessibility services if not.
