CEWIL Resource Hub: Accessible WIL at George Brown College

Key success factors

  • Supports and accommodations are discussed well in advance of the WIL placement. 
  • The Field Accommodation Form is completely separate from test and academic accommodations. The form includes sections on functional limitations, strengths and skills, strategies (informal accommodations), and suggested (formal) accommodations. 
  • The form distinguishes between strategies (informal accommodations) and formal accommodations. Highlighting some informal strategies reduces the stigma around disabilities for both the student and the employer.
  • The conversation is focused on identifying the students' strengths and skills. Many student with disabilities only ever get to talk about the challenges and functional limitations they face, so giving the students a positive voice is extremely empowering. 

Unique characteristics

  • We're developing a single, standardized model across the college to support students with disabilities who may need additional support or formalized accommodation during their WIL experience. 
  • The student debrief after the experience is unique to this program. This is an opportunity to discuss what accommodations or strategies worked or did not work, new skills they developed, and their experience on how to advocate for themselves. Students will be better prepared for their future careers. 

Challenges

  • Developing a college-wide model is a challenge: each academic unit has a different WIL process, and all areas use different terminology. While the core principles of the model remain consistent, modifications are necessary to meet different academic program WIL requirements. 
  • There is still a stigma surrounding disabilities, as well as concern that relationships with some partners or employers may be jeopardized because of the need to accommodate students. In truth, if we address the need for accommodations ahead of time, everyone involved in the process is better prepared and it becomes less likely that something will go wrong. 
  • There is concern over the increased workload this system will create for accessibility consultants, though partnering with Career Services on the education piece will hopefully make the process manageable. Although each student’s needs are unique, consultants are becoming more familiar with the process over time.

Resources

We conduct a pre-WIL intervention for students who may require accommodations to participate in a WIL experience. Accessibility Learning Services and Career Services partnered to develop three workshops: Accommodation and Disclosure, Transition to the Work Environment, and Interview Preparation, offered both live and in video format with aUniversal Design for Learning (UDL) approach. These workshops are meant to complement existing preparatory WIL courses to further help students with disabilities. The intervention highlights their strengths, skills, and abilities instead of solely focusing on perceived barries.

For example, the Accommodation and Disclosure workshop addresses the need for hesitant students to proactively seek support. Students are typically hesitant because they're either unsure of their options for a workplace accommodation and/or worry disclosure may lessen their chance of obtaining a placement. The key is to begin the discussion of support and accommodation well in advance of the WIL placement.

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Student Testimonial

  • "[The placement] was great and of course, that week was very cold. I was there for twice in a site with interpreters. There is great with interpreters and employer. Sometimes the interpreter is only interpreter for the morning meeting and then rest of self-activation with employer and interact with employers by mostly gesture or read his lip. It was fun and interesting some new things to learn from the site. Thank you." - Deaf student who lost their first placement within the prior WIL model
  • "I believe you hit the nail on the head. The strategies and communication piece are well said. Thank you for taking the time to make this for me." - Student who used the new field placement accommodation form
  • "I can't thank you enough for today. I've never really been able to talk about that challenge, and to be listened to and understood was a huge relief. As you know, it's been an increasing concern of mine since the fall especially. I really liked the solutions we came up with too, framing it as a strategy is something that would have never occurred to me." - Student who was concerned about asking for an accommodation
  • "I was just speaking with David Hurlbut... We are speaking about accommodations at school, placement and in my future employment. We discussed a few options for optimizing my learning experience in life. I am grateful for having you all as supports for creating a bright future... I've never actually had accommodations at work. It might help me thrive and flourish in a way I've never experienced." - Student who was encouraged by the additional supports available

Key characteristics

  • Type: Accessible WIL
  • Year program was established: 2018
  • Number of students per year: 3,500 registered with Accessible Learning Services, 24 required formal accommodation in pilot
  • Number of employers/partners per year: Same as number of students that require formal accommodation
  • Programs/academic disciplines participating: All programs with a WIL component
  • Duration of experience: Varies depending on the program  
  • Submitted by: David Hurlbut