Congratulations on your hard work in getting your student to this point in his or her academic career. We highly encourage you to communicate with your student to learn about his or her journey with the Accessible Learning Centre (ALC).
Our ALC staff work collaboratively with students to determine appropriate accommodations. Where appropriate, staff and students work in conjunction with faculty, community and campus resources to develop and implement an individualized plan.
There are no costs to students registering with the ALC. At times, there may be a cost associated with certain accommodations (e.g. purchasing technology for home use, tutoring, updated documentation, etc.). Students can discuss potential funding options with their disability consultant.
Families provide an important element of stability at a time when many things are in a state of change for students, and we welcome the opportunity to provide you with helpful information to support the transition process. We ask for your patience in understanding that the Accessible Learning Staff is obligated to treat students’ personal information as private and confidential.
Under the Human Rights Code, universities are mandated to have accessible learning offices on campus to ensure access to accommodations for students with documented disabilities. The ALC offers accommodations often similar to those in high school, however there are some important distinctions:
We recognize that the transition to university is not just for students; families also experience changes in their roles. We hope the following key strategies will assist you in helping your student achieve a smooth transition to university.
The transition to becoming an independent adult is emotionally charged for many young people and their families. Layering in a disability can sometimes make it even more challenging. We encourage families to stay engaged and practice self-compassion throughout the process.
A common theme during this transition is figuring out how expressions of support and being needed have changed in your relationships, and shifting to new ways of demonstrating support. Transitioning from “doing for” to “offering encouragement” invites a change in perspective.
We find that "doing for" can undermine students' self-confidence, and limit their growth in taking responsibility for their own affairs.
Coach your student on how to express his or her needs, remind them to book an appointment if they have a concern, or teach them how to craft an email to a professor.
As your student makes the transition from high school to university, understanding your responsibilities as a parent/guardian will help your student adjust easier to university life.
As an involved parent or guardian, you have likely been your student's advocate for years and it is a role that has become familiar to you both. Now as a student in a postsecondary environment, it is important for your student to develop and strengthen their self-advocacy skills.
As your student engages in their university career, there will be times when they need to independently manage issues that arise in the classroom and beyond. Knowing how to self-advocate is crucial. The tips below will guide you in helping your student develop self-advocacy skills:
Speak with your student about how involved they want you to be and respect their choices. Because most students are over 18 years old, Laurier faculty and staff must have a student's permission to disclose information, including to their parents.
Speak with your student about establishing an information-sharing arrangement you are comfortable with. If possible, try to maintain open communication with your student so that you are kept up-to-date with what they are doing.
For more details about the disclosure of information, see our FIPPA for Parents page.
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