Transition Plan to University

More like this

downs syndrome mind map

by Sophie lutz

Cambridge University

by england london

CISM 4350

by Jeff Rooks

PALLIATION: Palliative care is an interdisciplinary EOL approach to care which manages life-threatening or serious illnesses, regardless of age or condition, with the intent of improving quality of life, addressing physical and psychological symptoms,

by sam rozell

Transition Plan to University

Other Considerations

Remind the student of the planning and self- advocacy skills that the student has developed throughout their time in high school, and to use these throughout their time in post-secondary education.

Support Staff

Discuss the options for help that the student has available with them, focusing on Accessibility services and the Writing Centre, and how to gain access to them.

A copy of a recent diagnostic report (three years or less) which states the nature of the disability, symptoms and difficulties experienced, recommended accommodations/strategies is the mandatory requirement for a student with ADHD at the University of Toronto is one possible example of additional documentation that accompanies the original IEP from high school. Parents, along with the student in question, must ensure all documentation for their respective special need is current upon submission in order to gain access to Accessibility Services on entry to the University.

Discuss what university will be like for the student, focusing on the university teaching and learning process to best prepare them

Ensure that the students IEP and IPRC information is both accessible and up to date to help make the students transition to university easier.

Student preparation for Transition

A copy of a recent diagnostic report (three years or less) which states the nature of the disability, symptoms and difficulties experienced, recommended accommodations/strategies is the mandatory requirement for a student with ADHD at the University of Toronto, as one possible example of additional documentation that accompanies the original IEP from high school.

Encourage student to reflect on the progress that they made in high school and where they want to improve from here.

Focus on further development of their own self-advocacy skills while they are still in high school, and use these once they begin the new school year when needed.

Student has taken the time to research what supports are available to them at their chosen school

Discussion with support staff has informed student how to best apply for accessibility services at their chosen school

Parents

Emphasize their child's self-advocacy skills which they have developed throughout high school.

Address any concerns with the parent by answering questions they may have, and directing them to Accessibility services if not.