Just like any other pathway, many people with disabilities enter and succeed in the trades. In this section, we will explain how a disability might affect work in the trades and share some supports and accommodations that can help you succeed.
If you had an Individual Education Plan (IEP) or got extra help in high school, you may wonder what support you can get during an apprenticeship or a job in the trades. The supports available will depend on your needs and the demands of the trade that you have chosen. You might also find that working in the trades is a good fit for you, even without special support.
Learning a trade usually includes hands-on teaching and training while doing the job. Many people choose a trade that matches their skills and interests, minimizing the need for extra support. In addition, building the skills required for success, such as time management and organizational skills, before starting your training can make it easier to meet your training and work demands independently.
As you get ready for an apprenticeship or a job in the trades, think about the challenges you may face. Where do you think you might need help or want to build skills? For example, is it:
If you have a disability that impacts you at work or at school, you are able to request accommodations on the job, in the classroom, or during your certification exam. This support will probably look different from high school, so it's important to be prepared.
Key points to note:
Individual Education Plans (IEPs) do not continue past high school. IEPs only exist in elementary and secondary school, and employers and trainers have different processes to determine and provide support.
To access formal accommodations on the jobsite, during in-class training, or on a certification exam, you need to have a diagnosed disability and disability-related functional impairment(s) related to the specific tasks that you are required to complete. Not everyone who has an IEP or who accessed support at high school has a diagnosed disability. If you're unsure about your disorder or diagnosis, talk to your healthcare provider and/or review your documentation (such as your IEP).
Accommodations and support are different in employment and training than in high school. Because both the rules and demands are different, the accommodations and support provided in employment and training are different than those in high school.
You must be able to complete the essential requirements of the trade or training, with or without accommodations.
Some trades involve heavy lifting, heights, loud noise, extreme temperatures or other demands. Make sure your disability can be safely managed in your trade of choice.
Supports may be different on the job, in class, and during exams, so learn about and plan for all three.
Mentors and employers won’t know you need help unless you tell them. While an IEP often follows students from grade to grade, your IEP ends when you leave the high school environment. This means if you need accommodation or supports in the workplace, training, and/or for specific exams, you need to disclose your disability to the appropriate person/department.
Apprenticeships have different components, which are overseen by different bodies, with slightly different rules for accessing accommodations. This means that you need to plan ahead and know who to contact for questions about accessibility or disability-related support.
When you are on the job with an employer and have a disability that affects your ability to perform required employment tasks, you have the right to ask for reasonable accommodations. Federal and provincial laws dictate that employers must consider providing reasonable accommodations if your disability creates barriers to learning or working safely.
Keep in mind that:
When you are on the jobsite, whether during your apprenticeship or while working as a journeyperson, it will be your employer/company that approves and provides accommodations. Depending on the size of the employer, accommodations may be facilitated by a Human Resources department, your union, or simply your boss. In many cases, individuals and employers are able to work together to put in place formal or informal accommodations, such as:
Accommodations during in-class training are provided by your Training Delivery Agent (TDA) which could be an Ontario college or a training centre. If you are at a publicly funded college, they will have an Accessibility Services Office, which you can find under “Accessibility Services” on your college’s website, or by visiting Research Your School. If you are at a different TDA, they will have an equivalent service to support students with disabilities – you can ask your training coordinator about how to arrange academic accommodations.
If your in-class training is at an Ontario college, you can find your accessibility office under “Accessibility Services” on your college’s website. If your training is at a training centre, ask your training coordinator about how to arrange academic accommodations.
Accommodations in class are decided for each student individually. Staff will work with you to understand your needs and set up reasonable accommodations based on your disability and its impact on your ability to access the curriculum. Because apprenticeship classes are usually only 8–12 weeks long, some colleges may offer more informal accommodations for apprentices, instead of the full formal process used for longer college programs.
Keep in mind:
Depending on your disability-related needs, you may be eligible for accommodations such as:
In compulsory trades, certification exams are required once you have finished your on-the-job and in-class training. Certification exams are administered by Skilled Trades Ontario. Exam accommodation requests must include supporting documentation from a qualified health professional and be submitted to Skilled Trades Ontario before scheduling an exam. For more information, visit Exam Scheduling.
If you require accommodations and support on the jobsite, in-class, or during your certification exam, you have to reach out and ask - it won’t automatically be provided for you. This is difficult for some students, particularly if they had an Individual Education Plan (IEP) in elementary and/or secondary school that moved from year-to-year without their direct intervention. As such, self-advocacy is a key skill needed for success in the trades pathway.
Being a self-advocate involves understanding yourself, understanding the demands of your educational, training, and/or employment setting, and being able to ask for appropriate supports to address identified areas of need. What strengths do you have that you can capitalize on while learning and working? What areas of weakness or challenge do you experience? How might these areas of difficulty affect you in your chosen training pathway?
It's useful to consider as well, that some weaknesses are connected to skills that are changeable – this means you can develop and improve in these areas, rather than relying upon environmental or academic accommodations. As you plan for your transition into the skilled trades, consider both where you may need accommodations, and also which skills you want to build up and develop.
