Accessing Accommodations in Post-Secondary: What I Wish I Knew

Finishing high school and starting university or college is an exciting time. You get to choose classes, find your community, and learn to navigate adulthood. However, if you have a chronic illness or a disability, it can also feel overwhelming. In high school, parents and teachers often coordinated support. Now, that responsibility quickly shifts to you. The good news? Support systems exist, but you need to know how to access them.

What are Accommodations?

Accommodations are not “special treatment.” They’re tools that level the playing field so that students with disabilities have equal access to education. Depending on your needs, accommodations can include:

• Extra time on exams or for assignments 

• Recording lectures, note-taking support or transcription software

• Flexible attendance policies or reduced course loads

• Accessible housing or classrooms (fridges in dorm rooms)

Accommodations don't change the learning objectives or the content itself but offer an alternative way to access the curriculum or demonstrate understanding.

Finding the Support Systems

Every post-secondary institution has a disability or accessibility services office. That’s your starting point.

1.  Find the office website before the semester begins.

2. Book an intake appointment.

3. Bring documentation (doctor’s letter, medical report, or assessment) so they can match supports to your needs.

4. Discuss your challenges with the staff. They are experts in this field and can often offer fresh ideas on how to tackle problems. 

Getting the Right Paper Trail

Most schools require documentation that explains how your health condition impacts your learning. This is typically referred to as functional impact. This usually involves forms filled out by you and your healthcare provider. 

Ask your healthcare provider to focus less on labels (“lupus,” “Crohn’s,” “fibromyalgia”) and more on daily challenges (“limited stamina,” “pain flares that affect writing,” “difficulty concentrating during migraines”). That language matters. It is helpful to fill out forms before an appointment, so they understand how your condition impacts your daily functioning. 

Pro tip: Keep copies of your documentation for yourself.  Having it on hand makes life easier if you transfer schools or need to renew your file.

Talking to Teachers

Once you’re registered, you’ll usually get a formal accommodation letter that’s shared with your professors. But it can also help to connect on a personal level. You don’t need to share your diagnosis. A simple email works:

“Hi, I’m registered with Accessibility Services. You’ll receive my accommodation letter soon, but I wanted to connect early in case anything needs planning.”

This shows initiative, sets the tone for collaboration, and helps you avoid surprises later in the term.

Common Challenges and How to Navigate Them

• Stigma or fear of judgment: Remember, you don’t need to disclose details — only the accommodations you require.

• Not knowing what to ask for: Talk with peers, mentors, or disability staff. They can share what has worked for others in similar situations. Do your research!

• Know your rights: In Canada, post-secondary institutions are legally required to provide reasonable accommodations under human rights law.

• Build allies: Sometimes your teaching assistants, advisors, or even classmates can help reinforce your supports.

• Document: Keep everything in writing — emails, forms, requests. If a request is denied, ask for the reason in writing.

Final Thoughts

Accessing accommodations is self-advocacy. Many students (and professionals) rely on accommodations to thrive. Getting support doesn’t lower the bar; it helps you reach your full potential.

If you’re starting post-secondary and feeling unsure, remember: you deserve to be there, and you deserve the tools to succeed.