Family and caregiver resources

The transition from high school to university can be a big adjustment for the caregivers of a student with a disability. Up to now, you likely played an important advocacy role in supporting your student’s academic journey throughout K-12. As they prepare for university, your support in fostering their independence can make a meaningful difference. 

A group of 5 students crossing the a street in front of a university building.

You can help your student get ready for the university experience by:

  • Encouraging them to learn about their disability and their history of accommodations.

  • Supporting them in understanding and communicating their strengths and challenges.

  • Giving them the opportunity to practice stating their needs and asking questions.

Taking these steps can help your student grow into a confident self-advocate and set the stage for positive interactions with university staff and faculty. 

Confidentiality

We understand that parents are deeply invested in their student’s academic experience, and we encourage students to keep an open dialogue with their family. At the same time, this communication is meant to happen directly between you and your student. Student Accessibility Services (SAS) staff must follow the requirements of the Freedom of Information and Protection of Privacy Act (FIPPA).

If a family member would like to speak with an accessibility coordinator about a student’s accommodation records, the student must provide written consent to the sharing of information. The student may choose to revise or revoke this consent at any time.

Communication Guidelines

SAS provides an inclusive and welcoming environment. By encouraging students to take ownership of their educational experience and their access needs, they can build the skills and confidence they need to succeed at the University of Manitoba and beyond.

SAS adheres to the following guidelines in communicating with family members:

  • Students are the primary contact when communicating and interacting with SAS staff, and are “in the driver’s seat” to manage their own academic experience and access needs.
  • Students are the primary attendee for meetings with SAS. Caregivers and family are welcome to join the intake meeting in a supporting role, but the accessibility coordinator will address the student directly and the student should primarily be the one communicating throughout the intake process.

Accessibility coordinators will follow up with the student directly by email to their dedicated University of Manitoba (@myumanitoba.ca) email account after the intake meeting, and for future email communication with SAS. Students may choose whether or not to share communications with family members.

Transitioning from High School to University

The type of access support that you need in university might be different from what worked for you in high school. In some cases, your disability may also change over time. Because of this, you may need updated documentation to meet current requirements.

Processes, documentation requirements, and key stakeholders involved in determining academic accommodations all differ between the K-12 school system and higher education:

  • K-12

    Students with access needs may be identified through a teacher or other school-based assessment.

    Psychoeducational assessments may be provided at no cost by school clinicians.

    An Individualized Education Plan (IEP) is created to identify goals and may include accommodation plans for the student.

    Plans are created for the student with input and support from parents, school clinicians, teachers, resource teachers, counsellors, and principal and/or vice principal. Students may participate as appropriate.

    Parents have access to records and are encouraged to advocate for the student.

    Differentiated instruction or adaptations in teaching process, materials, and assignments may be used to assist each student to achieve expected curricular learning outcomes.

    IEP and accommodation goals are typically geared towards academic success and graduation.

  • University

    Students with access needs are responsible for contacting SAS to request reasonable accommodations.

    Students are required to provide documentation from a registered health professional to confirm disability and outline impacts on academic activities (reading, testing, note-taking, etc.). Documentation may include recommendations for appropriate accommodations, but SAS reserves the right to determine reasonable accommodations to ensure equal access without lowering academic standards and program requirements.

    Students are adults with privacy and confidentiality rights. Students are expected to advocate on their own behalf.

    Instructors are not required to implement significant modifications to instruction that would impact essential requirements of courses or programs.

    Reasonable accommodations are implemented to ensure equal access to academic opportunity compared to nondisabled peers. Accommodations are not implemented to ensure success or remove discomfort. All students, with or without accommodations, are responsible for learning and meeting academic requirements.

*The information on this page was adapted with permission from University of Tampa SAS

Contact Us

Student Accessibility Services

Fort Garry campus

520 UMSU University Centre
66 Chancellors Circle
University of Manitoba (Fort Garry Campus)
Winnipeg, MB R3T 5V6 Canada

SAS Exam Centre

155 UMSU University Centre
66 Chancellors Circle
University of Manitoba (Fort Garry campus)
Winnipeg, MB R3T 5V6 Canada

Bannatyne campus

S211 Medical Services Building
750 Bannatyne Avenue
University of Manitoba (Bannatyne campus)
Winnipeg, MB R3E 0W2 Canada

student_accessibility@umanitoba.ca
204-474-7423 (Main office)
204-474-6213 (Exam Centre)
204-272-3190 (Bannatyne campus)
204-474-7567
Fort Garry office: 8:30 a.m. to 4:30 p.m.
Exam Centre: 8:30 a.m. to 9:00 p.m.