A guide about the differences in high school and university accommodations for students with disabilities

• Individualized Education Plan (IEP) transfers automatically from elementary to secondary school.
• Accommodations can be based on teacher recommendation. 

• Academic accommodations supports do not transfer to post-secondary.
• Students must register with Student Accessibilty Services (SAS) prior to studies.
• Accommodations are based on recent documentation of disability. 
• Accommodations are confidential.
• SAS registration is not reflected on degree.

• Parents are the primary contact who advocates for the student. 
• Parent or teacher identify needs and initiates process.
• Parents decides when and if to disclose the student’s disability.

• Student is the primary contact that advocates for self.
• Student identifies needs and initates process for accommodations.
• Student decides when and if to disclose disability.

Teachers know about students’ disabilities. Teachers provide individualized instruction and modification based on students’ IEP. Teachers actively support student success by:  

• Reminding students about assignments, homework and tests.
• Providing content missed during absences.
• Checking in on students’ progress.
• Being available to meet after class for extra help.

Guidance counsellors and resource teachers reach out to student to provide support.

Instructors will know students are registered with SAS but will not know diagnosis or other confidential information. Academic requirements such as assignments or tests are not individualized or modified. Students take responsibility for their success by: 

• Keeping up with notes, readings, exams, and assignments, including during absences.
• Making connections between textbook content, lectures and supplemental readings.
• Asking questions, visiting professors office hours or attending additional tutorials when help is needed.

Academic advisors and accommodations staff are available to support. Student initiates contact.

• School sets timetables, classes are scheduled for the same time each day.
• Attendance is monitored.
• Classes have around 20 to 30 students.

• Timetable is chosen by student, reduced courseload is available.
• Attendance is not monitored, students are responsible to attend and participate.
• Classes have 100+ students. 

• A few hours of studying per week is often sufficient.
• Teachers regularly review materials and check up on assigned readings.
• Teachers provide time to study in class.
• Tests are frequent and cover small amounts of material 

• Studying for 15 to 20 hours outside of class time is usually needed.
• Students expected to completed readings without instructor follow-up. 
• Students independently find time to study.
• 2 to 3 tests per term is common, tests cover a large amount of material.

• Most assigned work is graded and additional work may be assigned to improve grades.
• Students may be allowed to pass even with low grades.

• Course requirements are outlined at the beginning of term.
• Grades are based on papers, projects, labs and exams.
• Students must achieve set grade point average to receive course credit.  
• Set grade point average must be maintained to continue in program.