My transition from high school to university​

As a student with dyslexia, I rely on accommodations such as spell-check software and a quiet room when writing exams. These supports help ensure that I can demonstrate my knowledge effectively and in an equitable manner compared to my non-dyslexic peers.

In high school, I knew how these accommodations worked and how I could access them. And, my teachers knew me well and understood what support I needed. 

As I prepared for the transition to university, I was both very excited for a new adventure and challenge while also a bit nervous and unsure about how I might receive academic accommodations and support. 

Now, as I begin the fourth year of my undergraduate degree, I feel the same level of comfort and assurance of being academically supported and knowing how to access support as I did in high school.

Although each school is different, this is how I navigated the transition into university and how I have been able to receive continued support and accommodations that make my education equitable to that of my peers: 

First, when applying to various post-secondary institutions, I looked on their websites to find information on how students receive academic accommodations. Sometimes this was frustrating, as a clear answer or process was not always available. When this was the case, I found it very helpful to reach out to the school via email to explain my academic needs and ask what support may look like at their school. Although all of the schools I was interested in attending had comprehensive support systems for students needing academic accommodations, I was prepared to consider other options if this was not the case. 

Next, once I was accepted into the university I now attend, I contacted their academic accommodations team and had an intake appointment with a learning specialist. I did this in the summer prior to my first year; however I have peers who did this later on in their education journey and the process was the same. Prior to this intake appointment I provided my IEP from high school and my psychoeducational assessment to the learning specialist. The appointment went smoothly and was about 45 minutes long. It consisted of the learning specialist asking me questions about my learning journey, the learning support I have received, and what support the university could offer me. She also answered any questions I had about the university and how it supports students. Together, we came up with a list of accommodations that I would receive for both in-class and testing environments. This learning specialist was “matched” to me and has continued to provide me support over the years. For example, she advocated for me and explained my need for accommodations when a professor insisted that all students write exams in their class rather than at the proctored academic accommodation centre. 

I have also found it very helpful to attend my professors’ office hours regularly, especially at the beginning of the semester. I start each semester by attending their office hours in the first week. Here, I introduce myself, explain that I receive academic accommodations due to my dyslexia and ask them any questions I may have about their course. I find that professors are always happy to connect and often ask me if there is anything they can do to support me throughout the semester. Meeting one-on-one with my professors has been a great way to establish a connection (especially in large lectures) and has made me feel more comfortable in reaching out to them for support throughout the semester. 

To sum it up: researching the academic supports offered at various universities prior to applying, contacting the academic support team early once accepted, and getting to know professors through attending their office hours has allowed me to feel very comfortable and entirely supported academically throughout my university career. My biggest piece of advice to incoming post-secondary students would be to self-advocate for their needs, because, unlike in elementary or high school, you are entirely responsible for your learning and seeking the support you deserve. This might feel scary at first, but it becomes easier with practice. You’ve got this!