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Living with an invisible disability, I have frequented many occasions where students aren't provided the adequate support they need. While there are offices in each university, they are often at capacity and/ or have very long wait times until students with disabilities can be serviced.

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I understand that while some services are in place for students with disabilities, they are not always accessible. 

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I understand that while some services are in place for students with disabilities, they are not always accessible. 

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We have come a long way in supporting students with disabilities. However, the students are within a constant culture that is assistance based. There is often an assumption assistance is needed, limiting independence. 

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We have come a long way in supporting students with disabilities. However, the students are within a constant culture that is assistance based. There is often an assumption assistance is needed, limiting independence. 

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my understanding is very limited as I do not have much experience interacting with students with disabilities

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my understanding is very limited as I do not have much experience interacting with students with disabilities

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Another significant source of social stressor is the alienation of student with disabilities - they are reminded by peers, teachers and the system constantly that they are different and something is wrong with them. 

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Another significant source of social stressor is the alienation of student with disabilities - they are reminded by peers, teachers and the system constantly that they are different and something is wrong with them. 

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Speaking from lived experience, I know that as a student with an invisible disability I live in fear that peers may just me as less than due to societal based perspectives that people living with disabilities are a hinderance. As a student with an indivisible disability, however, it helps a lot that the accessibility services (i.e. organizational policies to aid students like myself) at UofT are so accessible

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Speaking from lived experience, I know that as a student with an invisible disability I live in fear that peers may just me as less than due to societal based perspectives that people living with disabilities are a hinderance. As a student with an indivisible disability, however, it helps a lot that the accessibility services (i.e. organizational policies to aid students like myself) at UofT are so accessible

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my understanding and experience is very limited. I am aware of the accessibility office. But not sure what exact services it offers and how it has benefited students with disabilities in the past. 

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my understanding and experience is very limited. I am aware of the accessibility office. But not sure what exact services it offers and how it has benefited students with disabilities in the past. 

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At the meso policy level, I know the process of having your accessibility needs accommodating through the Accessibility Office at UofT. Having guided multiple undergraduate students through the process, I know that the process itself is not very accessible. There are a lot of assumptions made about your ability, in terms of booking appointments, knowing the right folks to contact at the school, communicating in a language so that your requests can translated to specific tangible accommodations.

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At the meso policy level, I know the process of having your accessibility needs accommodating through the Accessibility Office at UofT. Having guided multiple undergraduate students through the process, I know that the process itself is not very accessible. There are a lot of assumptions made about your ability, in terms of booking appointments, knowing the right folks to contact at the school, communicating in a language so that your requests can translated to specific tangible accommodations.

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There is no default person working with each student as they start their programs at this school. There are no proactive measures in place, for students who might not even be aware of their needs. Accessibility Services, as a department at UofT, is an excellent resource for students who are able to go through the right path to access them, have the right knowledge to be able to do so, and have the ability to make a complicated first connection with them. However, my experience working with undergrads was the most common users of the Accessibility Services were folks with the privileges that allowed them to define, manage and work with their accessibility needs, not simply everyone who needed them.

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It is very difficult to access services. There exist major barriers to securing resources such as testing/designation, IEPs, in-class support like student aides, special programs, etc... Those with resources can often queue jump through accessing services privately. 

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It is very difficult to access services. There exist major barriers to securing resources such as testing/designation, IEPs, in-class support like student aides, special programs, etc... Those with resources can often queue jump through accessing services privately. 

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Needs determined and persistent self-advocacy to seek out and access services, specific criteria and proof of certified testing to  access services, pace of work may be overwhelming and not accomodating

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Needs determined and persistent self-advocacy to seek out and access services, specific criteria and proof of certified testing to  access services, pace of work may be overwhelming and not accomodating

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Use of medical model (disability as an individual problem) instead of social model (disability due to barriers posed by society).

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Accessing services may be overwhelming, waiting lists and high costs for extra supports. The students may also feel left out amongst other students due to having extra special education classes or in class supports.

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The students with disability face a lot of barriers finishing their schoolwork and participating in activities due to the limited resources provided to support them to minimize the negative impacts. During the pandemic, they might face greater challenges due to the changes in class delivery methods. Policies should be introduced to provide more class delivery options as well as more accessibility services.

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The students with disability face a lot of barriers finishing their schoolwork and participating in activities due to the limited resources provided to support them to minimize the negative impacts. During the pandemic, they might face greater challenges due to the changes in class delivery methods. Policies should be introduced to provide more class delivery options as well as more accessibility services.

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Centralizing accessibility services matching one student to one advisor much better than requiring the student to advocate for themselves. Certain types of disability more supported than others - hard to have your voice heard if you aren't part of the services population. Streamlining accessibility can lead to more people being served but not everyone individual needs being met. Better than they used to be but highly varied between schools!

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Centralizing accessibility services matching one student to one advisor much better than requiring the student to advocate for themselves. Certain types of disability more supported than others - hard to have your voice heard if you aren't part of the services population. Streamlining accessibility can lead to more people being served but not everyone individual needs being met. Better than they used to be but highly varied between schools!

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Lack of guidance, funding and awareness for students with disabilities makes navigating and "fitting in" difficult and frustrating for all parties involved; students, parents and educators.

Our priority should be to build and reshape our curriculum, and methods of assessment to integrate students with disabilities better.

Finally, special education qualification and training should be mandatory for all educators working in public schools.

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It is difficult to navigate the system which can be frustrating for parents with children who have special needs. 

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It is difficult to navigate the system which can be frustrating for parents with children who have special needs. 

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That there is an "otherness" that is experienced. A "them" perspective vs an "us" one. Given that folks with disabilities are constantly a minority and wrongly perceived as out of the norm.