What Documentation Do Accessibility Services Need From Autistic Students?

Every Ontario university and college has an accessibility services or disability services office, as required by the AODA. Autistic students must register with this office and provide documentation - typically a psychoeducational assessment or diagnostic report from a regulated health professional that identifies functional limitations. The process should begin as early as possible, ideally during the summer before classes start.

Once registered, an accessibility advisor works with the student to develop an accommodation plan. Unlike the K-12 IEP system, post-secondary accommodations are based on a collaborative discussion between the student and advisor. Students are expected to self-advocate, though advisors can assist with communication to professors and coordinate supports.

Common academic accommodations for autistic post-secondary students include extended time on exams (typically time-and-a-half), writing exams in a separate room with reduced distractions, permission to record lectures, note-taking services, reduced course loads without loss of full-time status, priority course registration, and access to assistive technology such as text-to-speech software.

Beyond academic accommodations, many institutions offer additional supports: social skills groups, mentoring programs, peer support networks, counselling services with autism expertise, and transition programs for first-year students. Some Ontario institutions, such as York University and Fanshawe College, have developed specific autism support programs. Students should also explore bursaries and scholarships designated for students with disabilities.