SAS marks a quarter century of setting students up for success

Alex Low arrived at McMaster with a 95 per cent high school average.

By second year, his marks were so poor he was in danger of being unable to continue in his program.

“It wasn’t that much of a surprise, to tell you the truth,” says Low, who suffers from a learning disability. “I chose not to use the many supports offered to me.”

Low has a disorder known as dysgraphia, which he likens to having a broken printer. It makes language processing difficult, affecting writing, spelling and the act of putting thoughts on paper – necessary skills for any undergrad.

Though he registered with the University’s Student Accessibility Services office, he didn’t actually use any of the accommodations offered there.

“It can be difficult having that conversation with your profs, especially during the transition from high school to university,” he says. “It can be very intimidating at an already overwhelming time.”

Low eventually did use the resources available to him through SAS. He got his studies back on track and is now set to graduate from kinesiology.

“That’s a very common story,” says Tim Nolan, director of Student Accessibility Services. “It can be difficult, but students with disabilities need to understand that there are supports in place for a reason, and if they are prepared to avail themselves of those supports, they might just be helpful.”

The SAS is celebrating its 25th anniversary this month. Nolan has been with the office since it opened. He says much has changed in a quarter century, including the types of support students need.

“A lot of our early work was devoted to physical accommodation,” he says. “Helping students physically get to class, get their books or read their material. Now, a majority of the students we serve are dealing with invisible disabilities: mental illness and learning disabilities.

“The need for support is now based on the nature of the impairment rather than the environment.”

That means offering a multitude of services, such as learning strategists, note-takers and help with assistive technologies. That’s in addition to monthly socials and a weekly gathering in the SAS lounge that allows students to ask questions and connect with peers.

“Two people might be dealing with the same mental-health issue, but as with anything, each will deal with it in their own unique way,” says Nolan. “That means much more one-on-one attention and more targeted learning strategies.”

Low says before he was able to accept such help, he had to accept that it wasn’t a sign of weakness.

“It was really about setting myself up to succeed,” he says. “It’s about having someone on your side who has been through it before and who’s there to help you at every step of the way.”

After Low’s difficult first year, he got involved with the SAS transition program, a series of summer workshops aimed at incoming students, and later volunteered as a mentor. His work has put him in contact with many students facing the same issues he once faced.

“My message is to be realistic with yourself about what you’re dealing with, and don’t be afraid to accept help,” he says. “Your profs want you to succeed, despite what you may think.”