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Accessible Learning supports equitable access to the learning environment at Laurier for students with disabilities. Our accommodation consultants collaborate with students to design individualized accommodation plans that address barriers and facilitate access. With accommodations, students with disabilities have the same opportunity as other students to engage with and meet their academic requirements.
Register Early
Register before classes begin!
Families should encourage their student to contact Accessible Learning in the summer. Early registration enables us to arrange the accommodations and supports they may before the start of classes.
Accommodation Process
Accessible Learning uses the following process for approving academic accommodations at Laurier:
- Review the student’s disability documentation.
- Discuss with the student how they experience their disability at school and in daily life.
- Use this information, and details about their academic program, to determine the access barriers the student may experience in the learning environment.
- Design an individualized accommodation plan specific to the student’s disability to remove those barriers.
In supporting their students during this process, parents should be aware that:
- Laurier assesses the student’s access needs and determines appropriate accommodations; however, we are not obligated to approve accommodations listed on an IEP or a psycho-educational assessment.
- Accommodations are intended to facilitate access.
- Many students perform well when they can fully access the learning environment. However, we do not approve accommodations solely to improve performance or guarantee success.
- We balance a student’s right to access the learning environment with preserving academic integrity.
Funding Opportunities
Accessible Learning registration and accommodations are free.
Students incurring costs for equipment or services (i.e., obtaining updated documentation, a computer, or tutoring support) may be eligible for the Bursary for Students with Disabilities if they are funded through the Ontario Student Assistance Program (OSAP).
Transition Tips for Families
Accessible Learning recognizes that families provide important support as students transition to university. Review the helpful tips below for supporting your student with a disability, their transition to Laurier, and their connection with Accessible Learning.
Unlike in high school, information the university collects when providing services to students with disabilities is protected under the Freedom of Information and Protection of Privacy Act (FIPPA).
Under FIPPA, Accessible Learning cannot speak about the student or share their information with parents or others at any time. Students are fully in charge of their information held by Accessible Learning, including their (a) registration status, (b) disability information, or (c) accommodation plan.
Families must speak with their students if they want to know whether the student is registered with Accessible Learning or about their accommodation and support plan.
Visit our Statement of Confidentiality for more information.
Sometimes parents or families contact Accessible Learning concerned about their student. For example, they may think their student should be registered or they may be worried about their well-being and/or academic progress.
Accessible Learning will not discuss the student or their information during these contacts. However, do reach out to students afterwards, letting them know their family has been in touch.
Rest assured we do reach out to students after receiving these calls, letting them know their family has been in touch. Depending on the situation, we may offer them information about registration with Accessible Learning, encourage them to meet with their accommodation consultant, and/or refer them to the Dean of Students for support.
We recognize that the transition to university is a significant experience for most students and their families. We also recognize that for many students with disabilities, their families previously provided significant advocacy support at school. With this in mind, we offer the following strategies we think will assist you in helping your student achieve a smooth transition to university.
- Ask your student questions to demonstrate your interest and investment in their experience and success while respecting their autonomy.
- Offer coaching to further develop skills needed to foster independence and a healthy identity, such as self-advocacy, tenacity, personal insight, problem solving and organization.
- Show compassion for obstacles and upsets, because these can serve as essential learning opportunities that allow students to further develop their resiliency and self-confidence.
- Be flexible when plans change. It is common for students to take a reduced course load or change academic programs, which can often lead to increased engagement, motivation, and success.
- Build capacity for problem solving by encouraging your student to reflect on challenges and help him or her identify solutions or resources to support your student in the future.
During this transition, some families need to learn new ways of demonstrating support as they transition from “doing for” to “offering encouragement”, Continuing to “do for” university students can significantly undermine their self-confidence and limit their personal growth.
We offer some dos and “don’ts” to help you and your student make this transition successfully:
- Do know that your active support and encouragement is important to your student’s success
- Don't check or respond to emails on behalf of your student.
- Do encourage daily email checking and teach professional communication skills.
- Don't choose courses, course loads or programs for your student.
- Do familiarize yourself with campus resources and encourage your student to access them
- Do engage in conversation about areas of interest and honest introspection about what they can or cannot manage.
- Don't call Accessible Learning on behalf of your student or make appointments for them.
- Do teach your student to book their own appointments at Accessible Learning, Health Services, and other services.
- Do help them to formulate their questions or concerns in advance their contact with Accessible Learning
- Do ask your student if they want you to accompany them at their appointment with Accessible Learning to offer quiet and subtle support
- Don't advocate on behalf of your student.
- Do use role play, problem solving, and feedback strategies to help your student find their voice and advocate for themselves.
Additional Resources
- Applying to Laurier as an Accessible Learning Student
- Transition Resource Guide for Students with Disabilities (transitionresourceguide.ca)
- Required Documentation for Registration
- GOAL: A Golden Hawk's Oriention to Accessible Learning
- Financial Aid through the Accessible Learning Centre
- FIPPA (Privacy and Confidentiality) for Parents
- Privacy and Confidentiality and the Accessible Learning Centre
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