Our Mission 

To provide and promote a comprehensive, easy-to-compare guide to accessibility and other essential resources across all publicly funded Ontario post-secondary schools. Students will use the TRG as a tool to research and plan their entry to college and university and as a resource to build self-advocacy skills. Parents and educators will gain knowledge from the TRG to support students and refer students to the site.

Our Vision 

Incoming students with disabilities in Ontario will be empowered to make informed decisions, increase their confidence and improve their self-advocacy to reach their full potential in post-secondary and beyond.

Key Message

Everything you need to know about accessibility and other essential resources across all publicly funded Ontario post-secondary schools.

Two people converse over an empty table

About the Guide

Purpose

This guide is a comprehensive resource designed to support students with disabilities, as they prepare for life beyond high school. It is intended to help students build the knowledge, confidence, and skills they need to successfully transition into a range of post–high school pathways, including apprenticeships and the skilled trades, the community, post-secondary school, and the workplace.

For each pathway, the guide provides clear and practical information to help students understand what that pathway involves and what they can expect. It explores how accessibility and accommodation may look within each setting, including examples of supports, services, and strategies that can help reduce barriers and promote access. The guide also focuses on skill-building, highlighting the academic, personal, social, and self-advocacy skills that are valuable for each pathway and that can support students in navigating new environments with greater independence and confidence. In addition, the guide outlines concrete next steps for each pathway, helping students move from exploration to action. This includes guidance on preparing, planning, and making informed decisions, as well as identifying resources, supports, and people who can help along the way. 

This guide is intended to be both a starting point and an ongoing reference as students explore their options and take their next steps after high school, supporting successful transitions into education, training, community involvement, and employment.

Acknowledgements

The RARC Transition Resource Guide would not be possible if we did not have the support of the many people who took the time to review parts of the guide, attend presentations, provide valuable feedback, suggest new ideas and assist in the technical aspects of the website creation. 

In particular we would like to thank: 

  • Dr. Allyson Harrison, who supported this project and saw the value of it from the beginning 
  • The Disability Services Office Personnel (Jeanette Parsons, Gail Eaton-Smith, Wendy Ross, Dr. Mike Condra) at Queen’s University for critiquing the initial draft and providing very valuable feedback 
  • Pat Garrod from St. Lawrence College (Kingston) for suggesting the guide be made into a website 
  • The many secondary school guidance, special education, and resource staff who provided support and suggestions along the way 
  • Andrew Ashby for technical assistance and evaluating the website for Accessibility Greg Watson for technical assistance 
  • Candice Daiken and Laura Harrison for editing assistance 
  • Members of the IDIA (Inter-University Disability Issues Association) 
  • Members of the CCDI (College Committee on Disability Issues) 
  • Staff of the Ministries of Training Colleges and Universities, Education, and Child and Youth Services to whom we presented the guide 

 

Guide Creators: 

  • Marie McCarron: Clinical Services Manager 
  • Jonathan English: Adaptive Technologist 
  • Aaron Bailey: Adaptive Technology Technician 
  • Alison Parker: Coordinator, Transition Programs 
  • Claire Notman: Coordinator, Transition Programs

RARC Transitions Advisory Board

The RARC Transitions Advisory Board advises and makes recommendations to the Transition Resource Guide team with the aim of making the site an accurate and up-to-date reflection of what is required for students with disabilities to make a successful transition to post-secondary pathways. This includes evaluating the guide, making recommendations for changes and future developments, reviewing new content, and exploring development and marketing opportunities. 

Board members include representation from the following groups and stakeholders: 

  • Inter-University Disability Issues Association (IDIA) 
  • College Council on Disability Issues (CCDI) 
  • Ontario University Application Centre (OUAC) 
  • Ontario Colleges 
  • Regional Assessment and Resource Centre (RARC) 
  • Centre d'evaluation et de ressources du Nord de l'Ontario (CERNO) 
  • Secondary special education and guidance staff 
  • Post-secondary accessibility staff 
  • Students with disabilities (secondary school, college, university) 
  • Parents of students with disabilities 
  • Transition Resource Guide content development team

The Purpose of the Guide

This guide is a comprehensive resource designed to support students with disabilities, as they prepare for life beyond high school. It is intended to help students build the knowledge, confidence, and skills they need to successfully transition into a range of post–high school pathways, including apprenticeships and the skilled trades, the community, post-secondary school, and the workplace.

For each pathway, the guide provides clear and practical information to help students understand what that pathway involves and what they can expect. It explores how accessibility and accommodation may look within each setting, including examples of supports, services, and strategies that can help reduce barriers and promote access. The guide also focuses on skill-building, highlighting the academic, personal, social, and self-advocacy skills that are valuable for each pathway and that can support students in navigating new environments with greater independence and confidence. In addition, the guide outlines concrete next steps for each pathway, helping students move from exploration to action. This includes guidance on preparing, planning, and making informed decisions, as well as identifying resources, supports, and people who can help along the way. 

This guide is intended to be both a starting point and an ongoing reference as students explore their options and take their next steps after high school, supporting successful transitions into education, training, community involvement, and employment.

Acknowledgements

The RARC Transition Resource Guide would not be possible if we did not have the support of the many people who took the time to review parts of the guide, attend presentations, provide valuable feedback, suggest new ideas and assist in the technical aspects of the website creation. 

In particular we would like to thank: 

  • Dr. Allyson Harrison, who supported this project and saw the value of it from the beginning 
  • The Disability Services Office Personnel (Jeanette Parsons, Gail Eaton-Smith, Wendy Ross, Dr. Mike Condra) at Queen’s University for critiquing the initial draft and providing very valuable feedback 
  • Pat Garrod from St. Lawrence College (Kingston) for suggesting the guide be made into a website 
  • The many secondary school guidance, special education, and resource staff who provided support and suggestions along the way 
  • Andrew Ashby for technical assistance and evaluating the website for Accessibility Greg Watson for technical assistance 
  • Candice Daiken and Laura Harrison for editing assistance 
  • Members of the IDIA (Inter-University Disability Issues Association) 
  • Members of the CCDI (College Committee on Disability Issues) 
  • Staff of the Ministries of Training Colleges and Universities, Education, and Child and Youth Services to whom we presented the guide 

 

Guide Creators: 

  • Marie McCarron: Clinical Services Manager 
  • Jonathan English: Adaptive Technologist 
  • Aaron Bailey: Adaptive Technology Technician 
  • Alison Parker: Coordinator, Transition Programs 
  • Claire Notman: Coordinator, Transition Programs

RARC Transitions Advisory Board

The RARC Transitions Advisory Board advises and makes recommendations to the Transition Resource Guide team with the aim of making the site an accurate and up-to-date reflection of what is required for students with disabilities to make a successful transition to post-secondary pathways. This includes evaluating the guide, making recommendations for changes and future developments, reviewing new content, and exploring development and marketing opportunities. 

Board members include representation from the following groups and stakeholders: 

  • Inter-University Disability Issues Association (IDIA) 
  • College Council on Disability Issues (CCDI) 
  • Ontario University Application Centre (OUAC) 
  • Ontario Colleges 
  • Regional Assessment and Resource Centre (RARC) 
  • Centre d'evaluation et de ressources du Nord de l'Ontario (CERNO) 
  • Secondary special education and guidance staff 
  • Post-secondary accessibility staff 
  • Students with disabilities (secondary school, college, university) 
  • Parents of students with disabilities 
  • Transition Resource Guide content development team

Regional Assessment and Resource Centre

This guide has been created by the Regional Assessment and Resource Centre (RARC). RARC provides accurate and comprehensive assessments and follow-up services to post-secondary students with Learning Disabilities, ADHD, and ASD. RARC provides these services to students at Queen’s University and St. Lawrence College in Kingston, Ontario and at other institutions across south-eastern Ontario. 

For more information about RARC or their services, visit www.queensu.ca/rarc.
A photo of a modern institutional building

This guide has been created by the Regional Assessment and Resource Centre (RARC). RARC provides accurate and comprehensive assessments and follow-up services to post-secondary students with Learning Disabilities, ADHD, and ASD. RARC provides these services to students at Queen’s University and St. Lawrence College in Kingston, Ontario and at other institutions across south-eastern Ontario. 

For more information about RARC or their services, visit www.queensu.ca/rarc.