Accessibility in Post-Secondary Education

Just like any other pathway, there are a lot of individuals with disabilities who enroll in post-secondary education. Depending on an individual’s disability-related impairments, how they access and navigate post-secondary education with a disability will be different. In this section, you will learn how disability may impact your post-secondary education, what accommodations and supports may be available to you, and how to prepare for the transition from secondary to post-secondary education. With the right information, preparation, and supports in place, you can set yourself up for success with a plan that works for you and helps you reach your goals.

Several people walk away outside in an educational setting

Navigating Post-Secondary with a Disability

Your experience in post-secondary education will be shaped by your individual strengths, needs, and disability-related impacts. Some challenges can be managed using personal strategies you already use or can develop, while others may be best supported through academic accommodations or campus services. Knowing what kinds of challenges you might encounter can help you plan ahead to hone required skills and know how to access supports when needed.

Students with disabilities may experience challenges in areas such as:

Reading: identifying words, reading at a reasonable pace, or comprehending written materials
Writing: spelling, grammar, or organizing essays and assignments
Note-taking: listening to instructors while capturing key information
Test-taking: managing time, using effective strategies, or working under pressure
Participation: group work, presentations, or speaking in class
Mobility: navigating campus buildings and getting between classes
Organization and time management: planning, prioritizing, and meeting deadlines
Self-care and independent living: balancing daily routines, class attendance, and personal responsibilities

Understanding these potential challenges is not about focusing on limitations—it is about identifying what supports and strategies can help you succeed and feel confident in your post-secondary learning environment.

Navigating Post-Secondary with a Disability

Your experience in post-secondary education will be shaped by your individual strengths, needs, and disability-related impacts. Some challenges can be managed using personal strategies you already use or can develop, while others may be best supported through academic accommodations or campus services. Knowing what kinds of challenges you might encounter can help you plan ahead to hone required skills and know how to access supports when needed.

Students with disabilities may experience challenges in areas such as:

Reading

Identifying words, reading at a reasonable pace, or comprehending written materials

Writing

Spelling, grammar, or organizing essays and assignments

Note-taking

Listening to instructors while capturing key information

Test-taking

Managing time, using effective strategies, or working under pressure

Participation

Group work, presentations, or speaking in class

Mobility

Navigating campus buildings and getting between classes

Organization and time management

Planning, prioritizing, and meeting deadlines

Self-care and independent living

Balancing daily routines, class attendance, and personal responsibilities

What Are My Rights?

In Ontario, students with disabilities have the right to equal treatment in post-secondary education. This means you are protected from discrimination and are entitled to fair access to educational opportunities. Federal and provincial laws require post-secondary institutions to provide appropriate accommodations, services, and supports when disability-related barriers affect a student’s ability to fully participate or to demonstrate their knowledge and skills.

Understanding your rights can help you advocate for yourself and access the supports you need. Here are some key things to know:

Students are expected to meet the academic and essential requirements of their program. As such, unless you are enrolled in a specialized program, such as CICE, program modifications are not available in post-secondary education.
To receive academic accommodations, students must have a documented disability. This is a change from elementary and secondary school where academic accommodations or special education supports may be provided without a formal diagnosis of a disability.
A diagnosis of a disability is necessary but not sufficient to request for academic accommodations. The disability must impact the student’s ability to fully participate in the learning environment.
Accommodations are designed to support access and fairness but do not guarantee success.

How do I access support and accommodations in post-secondary education?

Publicly funded post-secondary institutions will have an Accessibility Services (AS) office, with accessibility advisors who determine and coordinate academic supports and accommodations to students with disabilities.

In order to get support and accommodations, students must:

1

Reach out to, and register with, the Accessibility Services office. To find out the specific name and website for your institution, visit here (Research Schools). You are encouraged to do this early, in the summer prior to entering your first year of studies.

2

Provide appropriate documentation of their disability. This typically includes documentation (e.g., Psychoeducational Assessment Report, Disability Verification Form) from a health care provider which indicates your diagnosed disability as well as the functional disability-related impairments anticipated in the post-secondary environment.

3

Follow the rules and guidelines set out by the accommodations advisor, such as attending appointments and completing required paperwork.

It is important to note that accessing accommodations and disability-related supports in post-secondary education, is largely a student-driven process. This means you need to contact Accessibility Services, you need to book and attend your appointments, and you may need to obtain updated documentation from a health care provider. This may be quite different from your experiences in high school, if your caregivers and/or teachers arranged your Individual Education Plan (IEP) and accommodations without much of your involvement.

If you haven't looked at your IEP or talked to your family, caregivers, and/or teachers about your disability and accommodations - start now! The more knowledgeable you are and the more comfortable you are talking about your disability-related needs, the better prepared you will be when you get to post-secondary education.

Documentation Requirements

An IEP (Individualized Education Plan) from secondary school provides summaries of previous evaluations, gives information about your strengths and needs, and indicates accommodations provided for high school courses. However, an IEP, in and of itself, is not sufficient to register for and access post-secondary accessibility supports. Each institution will have its own policies and procedures regarding the documentation required to register with their Accessibility Services office. Students are typically required to provide documentation from a qualified practitioner that confirms a diagnosis of a disability and indicates the disability-related impacts anticipated in your post-secondary coursework. Staff at your Accessibility Services office can assist you in obtaining up-to-date documentation or assessments as needed.

Be sure to check with the Accessibility Services office at your institution to determine specifically what documentation requirements they have.

Some common requirements are:

Learning Disability or Specific Learning Disorder

A recent psychoeducational assessment (conducted within the last 3-5 years or when you were 18 years of age or older).

Attention Deficit/Hyperactivity Disorder (ADHD)

A diagnosis by a psychologist, psychiatrist, or physician who has appropriate training in neuropsychological disorders.

Autism Spectrum Disorder (ASD)

A medical form or letter from a qualified specialist or a psycho-educational assessment.

Mental health disorders

A medical form or letter from a qualified specialist indicating the student’s area(s) of disability and functional limitations.

Deaf or hard-of-hearing

An audiologist report.

Physical disability

Documentation from a qualified specialist indicating the diagnosis and anticipated functional impairment(s).

Will I get the same support and accommodations in post-secondary education as I received in secondary school?

The short answer is, probably not. The legislation that underlies accommodations and supports in post-secondary education are different than secondary school. This means that the way accommodations are determined and provided are different, so in many cases students will see changes from secondary to post-secondary education.

There are different laws at the different levels of education, but also different goals. In elementary and secondary school, the goal of special education is success. You do not have to have a diagnosed disability to receive academic accommodations as outlined in an Individual Education Plan (IEP). Teachers often focus accommodations on what students need to be successful, in order to earn their credits and graduate with a high school diploma.

In post-secondary education, the goal of special education support is access. Students have the right to access post-secondary education and not be discriminated against for having a disability. However, there is no guarantee of success. Accommodations are very closely tied to diagnosed disabilities (with up-to-date medical documentation) and focus on disability-related impairments. Further, there are no modifications in post-secondary education (unless a student is enrolled in a special education program, such as CICE) and, therefore, students have to be able to master core aspects of a course curriculum (essential requirements), with or without accommodation, in order to pass a course.

This means that if you had an Individual Education Plan (IEP) in secondary school, you may not get the same accommodations and supports in post-secondary education.

It can feel a little scary to think about getting different, or sometimes fewer, supports as you move from secondary school into post-secondary education. That feeling is completely understandable. What is important to know is that this change is intentional and positive. Supports exist along an accommodation continuum, meaning that as students grow and develop, accommodations and supports should become more specific and promote independence. For example, a student may have a scribe in elementary school due to significant challenges with spelling but may transition to using spell check and/or speech-to-text software as they strengthen their computer literacy.

Another key idea to remember is that not every disability-related functional challenge requires an accommodation. Many challenges can be addressed through skill development—learning strategies, tools, and habits that allow you to meet demands independently. When skills are strengthened, formal accommodations may no longer be needed, and that’s a sign of growth, not loss.

Post-Secondary and the Workplace

Post-secondary education is also a bridge to the workplace. The legislation that supports students with disabilities in post-secondary settings is the same legislation that underlies accommodations in employment. That makes this an ideal time to pause, reflect, and plan for the future by:

1

Re-evaluating your current strengths and needs, recognizing how much you’ve already learned and accomplished.

2

Identifying areas where skill development can reduce your reliance on formal accommodations or disability-related supports, increasing confidence and independence.

3

Clarifying which needs are ongoing and cannot be changed, and therefore should be supported through targeted accommodations, assistive tools, or other compensatory strategies.

This process isn’t about taking support away—it’s about ensuring you have the right mix of skills and supports to help you thrive now and in the future.

Accommodations at Post-Secondary

Post-Secondary Accommodations

The accommodations and supports provided in post-secondary programs are meant to ensure that students with disabilities have equal opportunities to access the curriculum and to demonstrate their knowledge and understanding of course material. Thus, functional impairments that affect one’s ability to participate equally can be accommodated, so long as the accommodations do not alter the essential requirements of the task or activity. Accommodations do not give students an unfair advantage in their course work; they are designed to address specific barriers and are determined for each student on a case-by-case basis. Accessibility advisors at each school review the documentation of students with disabilities and determine which accommodations each student needs.

Types of accommodations may include:

Access to a computer or spell check on exams
Alternate format material (e.g., Braille)
The ability to audio record lectures
Writing tests or exams in a distraction-reduced setting

Modified Course Work

Traditional post-secondary programs and courses do not offer modified course work. Students must be able to meet the academic requirements of the program, and accommodations cannot undermine the essential requirements of a program or course.

The Community Integration through Co-operative Education (CICE) program is an inclusive college program designed for students with intellectual disabilities or other significant learning challenges, that combines academic learning, skill development, and work placements in the community. In this program, courses can be modified to meet your individual needs. Students can register with Accessibility Services, as well as having access to a learning facilitator for both in-class support and tutoring outside of the classroom.

It's important to know that students who complete the CICE program will earn a certificate, rather than a traditional college diploma. While some graduates of the CICE program may pursue further post-secondary education, or secure a job in a related field, completing the CICE program does not guarantee job readiness or ability in that career field. You can learn more about CICE and explore their programs here: Community Integration through Co-operative Education (CICE)

Other Support Services

Beyond accommodations, post-secondary institutions have a wide range of services to support students with disabilities and the wider student population. These include:

Summer Transition or Orientation Programs: Some schools offer workshops for students with disabilities to help them prepare for life in post-secondary education; these programs range from one-day events to week-long transition camps.
Appointments with a Learning Strategist: Many schools employ Learning Strategists to help students with disabilities develop strategies to improve their study skills and work habits.
Peer Mentoring: Some schools offer peer mentorships with upper-year students to gain advice and information about navigating post-secondary life.
Academic Support: Most schools offer academic support (in reading, writing and math) to all students in a student success centre
Student Health Centre and Counselling Centres: Most schools have a health centre (for medical issues) and mental health counselling (anxiety, depression, substance abuse and more) for students
Additional services that schools may offer include academic advising, career services, library, and other population specific services including Indigenous Centre, First-Generation Centre (for students whose parents did not attend post-secondary), International Student Centre, Human Rights Office, and resources for BIPOC (Black, Indigenous, and Persons of Colour) and 2SLGBTQ+ students.

Did you know: You can access a post-secondary transition program while still in high school. On-Line to Success (OLTS) is a program to prepare students with disabilities for the transition from secondary to post-secondary education, typically completed in a student’s grade twelve year.

Residence and Campus Accessibility

Campus Accessibility

Student buildings on campus are required to have: accessible entrances, accessible washrooms, and accessible parking.

Newer buildings and campuses usually have built-in accessibility features, so everyone can use the same entrances, washrooms, and seating areas.
Older buildings often have added accessibility features like ramps or accessible washrooms, though these might be in less convenient spots.
Depending on the size of campus, students may be required to move between buildings for classes, or even across town.

Some schools provide detailed accessibility information online or on their campus maps. Others might not, so students and visitors may need to call the school’s main info line or accessibility services office for details.

Residence Accessibility

Most residence buildings offer accommodations for students with disabilities or special needs. When you apply for residence, there is often a Special Needs Form you can fill out and submit with your application. Possible residence accommodations include:

Wheelchair accessible rooms and bathrooms
Visual fire alarms
Carpet-free rooms
Extra-long beds
Single rooms
Quiet floor options
Access to calm rooms

Schools do their best to meet students’ needs in residence. But remember, residences are high-density living spaces, so it can be harder to meet all special needs, especially for students with environmental health concerns. For specific info about residence accommodations, contact the housing department at your post-secondary institution.

Transit Services

Most post-secondary students can purchase a discounted transit pass or have a transit pass included in their student fees. Transit accessibility also varies by city:

Larger cities will have public transit, and often have accessible buses on most routes, and accessible bus stops and transit stations
Smaller cities or more rural communities may have limited public transit options, and limited accessibility features

Most cities do offer para-transit services for riders who can’t use regular transit. Eligibility for paratransit also depends on the city and the accessibility of its regular transit system. These services vary by city and may include:

Fully accessible vehicles
Scheduled or on-demand rides
Individual or shared vehicles
Help getting to and from the vehicle