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A Curated Collection of Transition Resources
The transition from secondary school to post-secondary education is a significant shift for all students, including those with learning disabilities, co-occurring ADHD, and other neurodiverse learning profiles. It requires greater independence, a deeper understanding of one’s learning profile, and the ability to navigate supports in new environments.
Success in this transition depends not only on academic readiness, but also on the development of self-advocacy, confidence, and a strong sense of identity as a learner. At LD@school, supporting this transition means bringing together research, lived experience, and practical strategies. The resources below are designed to support students, educators, families, and professionals in building independence, strengthening self-advocacy, and increasing awareness of available supports in post-secondary settings, while also supporting preparation for workplace pathways and transitions beyond school.
Real Talk: What I Wish I Knew About the Transition to Post-Secondary
Michayla Del Guidice shares her lived experience navigating the transition to post-secondary education, reflecting on what she wishes she had known as a student with learning disabilities.
Drawing from both personal and professional experience, she highlights the importance of understanding one’s Individual Education Plan (IEP) and diagnosis, choosing pathways that align with strengths and needs, and developing self-advocacy skills for post-secondary success.
Practical strategies and insights support educators, families, and students in preparing for the transition with greater confidence.
These Are My Needs: How to Foster Self-Advocacy in Students with LDs and ADHD
Developing self-advocacy skills in students with learning disabilities and ADHD is essential for success across school and beyond. It involves building self-understanding, confidence, and a strong sense of identity as a learner.
Drawing on practical and research-informed approaches, the presenters explore how to support students in understanding their strengths and needs, making connections to their IEPs, accommodations, and supports, and building confidence in self-advocacy.
A shared advocacy model supports a shift toward student-driven advocacy as students move into post-secondary pathways.
Transitioning from High School to Post-Secondary with a Learning Disability: A Student-Informed Guide
Grounded in research and student voice, this guide explores the experiences of students with learning disabilities as they navigate the transition to post-secondary education, highlighting increased independence, new expectations for self-advocacy, and the need to access supports in new environments.
Drawing on lived experiences, the guide examines key challenges and strengths that shape this transition, including building confidence, navigating stigma, and developing a stronger sense of identity as a learner.
Practical strategies support students in understanding accommodations, accessing supports, and building self-advocacy skills over time.
Navigating the Transition Process for Students with Learning Disabilities
Effective transition planning plays a critical role in supporting students with learning disabilities as they move from secondary school to post-secondary pathways. This article highlights how strengths-based planning can support students in preparing for a range of options, including college, university, and workplace pathways.
Drawing on Ontario policy and practice, it emphasizes early preparation, collaboration among educators, families, and community partners, and the use of key planning tools such as the Individual Pathways Plan (IPP) and IEP-based transition plans.
A focus on aligning supports with students’ strengths and ensuring coordinated access to accommodations helps students navigate this transition with greater confidence.
Moving Forward: Supporting Successful Transitions
The transition from secondary school to post-secondary pathways is a significant milestone that requires thoughtful planning and ongoing support. When students with learning disabilities, ADHD, and other neurodiverse learning profiles are supported in building on their strengths and developing self-awareness, independence, and self-advocacy, they are better prepared to navigate new environments and expectations.
Educators, families, and community partners all play a critical role in this process. By working together to align supports and build on student strengths, they help create the conditions for successful transitions.
With the right preparation and coordinated supports in place, students with learning disabilities, ADHD, and other neurodiverse learning profiles can move into post-secondary pathways with confidence and a strong foundation for continued learning and success.
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LD@school is a signature initiative of the Learning Disabilities Association of Ontario (LDAO), a registered charity and provincial leader in evidence-informed, inclusive, and accessible education.
For over 60 years, LDAO has supported children, youth, and adults with learning disabilities (LDs) and related conditions such as ADHD.
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