Connecting with students who might benefit from Student Accessibility Services

Today’s blog post features a guest contribution from Teaching Commons @ York by Raymond Peart, ASD Coordinator at York University. 

York University is committed to providing the student community with an accessible learning environment and offers innovative programs and services to help all students achieve their academic goals. York University is proud to support the new Strengthening Transitions for Students with Autism Spectrum Disorders initiative that supports students with ASD (including Asperger’s) in their transition from high school into a postsecondary program. If you are a York Faculty member, it is important to be familiar with the learning support resources available to you and your students at York University.

Integrated support services are provided through the Strengthening Transitions for Students with Autism Spectrum Disorders program for the full calendar year, starting in high school, as early as grade 10. Services range from individual, group and community resources. These services include, but are not limited to, mentorship programs, workshops and support groups as well as one-to-one coaching, parent information hubs, sensory spaces, therapy dogs and paid Work/Study opportunities. Programming is open to future and current students, as well as their families and communities.

This collaborative initiative is supported by York University, Seneca College, the Toronto District School Board, the York Catholic District School Board and the Ministry of Advanced Education and Skills Development.

Image by York University
Reach out to Student Accessibility Services if you have concerns about the best way to support a student.

As Faculty at York University, you observe significant differences in development, ability, presentation of skills, social interaction, communication and behaviour among students within your classroom.  Your experience has enabled you to develop a clear perspective on characteristics within the classroom that can be considered typical. Additionally, with the experience you have gained, you may observe that a student may present with variations from the rest of the class that are significant.  Some of these variations may cause:

  • you to consider and stop to think about what you are seeing;
  • persisting disruptions and problems.

While some situations might be easy to determine, other situations may be subtler and/or difficult to explain.  Consequently, there may be times when you don’t know what to do. When you have concerns about a student in this situation, it may be helpful to reach out to Student Accessibility Services (SAS) with your query.

Image by York University
Review these guidelines to determine how to best assist students.

For more information about the Strengthening Transitions for Students with Autism Spectrum Disorders, please visit: http://asd-initiative.yorku.ca/ or contact Raymond Peart at  rpeart@yorku.ca, 416-736-5383.

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