THEY CAN GET THERE FROM HERE:
Students with Learning Disabilities in Canadian Colleges & Universities
Introduction
Postsecondary education can be a reasonable goal for students with learning disabilities. Not
everyone in the general population chooses to go to college or university; the same will be true
of those with learning disabilities. Adolescents with learning disabilities must explore as many
postsecondary options as possible, and make choices that will suit individual strengths, interests
and goals.
Preparation
Students must be involved in planning for their postsecondary education! This role must not be
taken over by parents, teachers and guidance counsellors, although all these people will be very
much involved in the process. Begin early! Planning should begin by the end of grade nine, when
high school courses are being chosen. It is wisest to keep all doors open by choosing high school
courses that will qualify the student for the widest range of postsecondary institutions and
programs. Be realistic. Students should select courses and plan for a career in their areas of
strength.
During the high school years, students must be not only advancing academically, but also
developing personal independence. First-year college and university students should be capable
of basic shopping and cooking, managing bank accounts and credit cards, managing time, and
making logical decisions. They should have basic computer skills and sophisticated study skills.
In addition, they should know how to set clear short-term goals and how to keep on track even
when things get frantic, or when social pressures conflict with academic demands.
Students with learning disabilities need an additional skill - self-advocacy. They must understand
and accept the learning disability they have. They must know their own strengths and
weaknesses and be able to explain them and their specific academic needs to postsecondary
service providers and instructors.
Students with learning disabilities must also be prepared to present their chosen postsecondary
institution with up-to-date documentation of their disability. It should state the exact nature of
the disability and give specific recommendations for the accommodations and strategies that will
be of greatest benefit to the student. The grade eleven year is a good time to have a thorough
psychoeducational assessment of the student's abilities made by the school psychologist, and to
have this assessment thoroughly explained to the parents and the student together.
Today, most provincial governments provide publicly funded colleges with operating funds to set
up special services for students with disabilities. However, the governing boards itself of each
college or university must decide how that money is used. Some colleges and universities have a
special services department to assist all students with disabilities. Others have a more
comprehensive service for students with LD, in which there is a designated staff person trained
and experienced in LD. These supports are especially important for adults returning to school for
retraining, and who may have missed special education services in elementary and secondary
school.
Selection of institution/program
Shop for an education. Ask lots of questions. Take nothing for granted. If you wish to attend a
college or university, contact the school of your choice and ask for an interview with the Special
Needs office. The staff will determine appropriate strategies with you. Strategies differ
(613) 238-5721
1188 Wellington Street West, Suite 201, OTTAWA, ON CANADA K1Y 2Z5
Toll free: 1-877-238-5332
info@ldac-acta.ca
www.ldac-acta.ca
depending on the individual college/university, the type of program requested and the nature of
the learning disability. Does the institution offer the academic or professional program that this
student wants? Is it within a reasonable travelling distance? What kind of support services does
it offer to students with learning disabilities? Is there a specific person and place to go to for
help? Can the support program deal adequately with this student's particular disability? Do the
size of the institution and the classes suit this student? Are pre-college courses available if
needed? Can the student visit the campus now, sit in on sample classes and talk with the
student support personnel? Is the faculty willing to grant the accommodations that this student
needs?
Expectations on arrival
Students can expect the college or university situation to be very different from high school. The
work will be more demanding - in quality and in depth. There will be less class time, more study
time, less feedback from instructors, and less supervision. On the one hand there will be more
academic and personal freedom; on the other there will be more academic and personal
responsibility. Levels of support available on campus will vary widely from minimal to
satisfactory. However, with appropriate accommodations and support, and a lot of hard work,
students with learning disabilities can have success.
Accommodations
It is up to the students to ensure that they receive the accommodations which are appropriate
and necessary for them. Extra time for tests and exams is the most common request, and
perhaps one of the easiest to satisfy. There should also be access to word processors, academic
counselling and personal and financial counselling. It is important for the student with a learning
disability to take advantage of all that the student support centre has to offer. Many students
come to postsecondary institutions planning to 'do it all by myself' - this attitude can cause
much grief.
Finally It really depends on the individual students. Common problems that often scuttle a
postsecondary education are poor academic preparation, a poor match between student abilities
and program requirements, or inadequate knowledge of what is expected at the postsecondary
level. All these can and should be addressed before choosing a postsecondary institution.
Students with learning disabilities do belong on campus, and should not undervalue their
strengths. They are more like the typical first year student than they are different. With careful
selection, adequate and appropriate preparation and on-campus support, students with learning
disabilities can succeed in every field.
Accommodations for Learning Disabilities in Postsecondary Schools:
 Extended time for tests, exams
 Reduced course load
 Course counselling
 Taped texts
 Reading scanner for print material
 Voice output computer
 Reader (support person)
 Scribe for oral work (support person)
 Specialized organizational tour
 Tape recording of lectures
Authors: Jane Drover, M. Ed. is the Learning Disability Coordinator of the Meighen Centre at
Mount Allison University, Sackville, New Brunswick.; Lynne Owen, B. Ed., is a Learning Assistant
at the Meighen Centre.
Source: National, Volume XXXIII, No. 4, Spring '97, published by Learning Disabilities
Association of Canada, Ottawa.
(613) 238-5721
1188 Wellington Street West, Suite 201, OTTAWA, ON CANADA K1Y 2Z5
Toll free: 1-877-238-5332
info@ldac-acta.ca
www.ldac-acta.ca