Work Integrated Learning (WIL) is an essential part of many programs at George Brown College. Accessible Learning Services (ALS) is dedicated to supporting students with disabilities in navigating this process. We provide a range of services to ensure students can fully participate in their WIL experiences while receiving appropriate accommodations. Our goal is to foster an inclusive, supportive environment where students can succeed in both academic and WIL settings.
To support students with disabilities in their WIL experiences, we offer two key resources: ALS WIL Guideline and Process manual and WIL ALS Student Toolkit. These tools are designed to guide students in navigating WIL placements, ensuring they have the necessary support to succeed. Below, you can find more information on each resource and how it can assist you throughout your WIL journey.
ALS WIL Resources
The ALS WIL Guideline and Process manual provides students with a clear framework to navigate their WIL experience, offering essential information on registration, accommodations, and available support. These guidelines outline the roles and responsibilities of George Brown College stakeholders, including students, faculty, and field placement coordinators, to ensure a collaborative and successful WIL experience.
The WIL ALS Student Toolkit is a comprehensive resource designed to empower students with disabilities as they begin their WIL term. This toolkit provides essential tools and guidance to help students navigate their WIL experiences with confidence and clarity. Resources within the toolkit focus on preparing students for a productive WIL term by offering support around key areas such as: self-assessment of strengths and limitations, managing disclosure, and preparing for interviews. It ensures that students with disabilities are fully equipped to thrive in inclusive work environments throughout their WIL term.
Work Integrated Learning (WIL) Accessible Learning Services (ALS) Registration Process
This registration process is designed to inform students how to access appropriate accommodations and support throughout their WIL experience. Steps are outlined below:
- The student should consult with their WIL Practitioner and/or academic program about the requirements for successful completion of their WIL term.
- WIL Practitioners include: Co-op Advisors, Field Placement Coordinators/Officers, Student Liaisons, Liaison Coordinators, Faculty.
- The student may want to complete the WIL Self-Report tool (page 13 of the ALS WIL Guideline and Process manual) in advance of meeting with their Accessibility Consultant (AC), but it is not required.
- This self-report tool is designed to help identify students’ strengths and skills, as well as any disability-related accommodations needed for the WIL term.
- This self-report tool is not shared with a student’s WIL Practitioner.
- If requested by the AC, the student provides disability-related documentation.
- The student will work collaboratively with their AC to complete each section of the WIL Accommodation Plan. The student will fill out the ‘Student Information’ section of the finalized WIL Accommodation Plan.
- The student will work collaboratively with their AC and WIL Practitioner to discuss when and how the WIL Accommodation Plan will be shared with the host supervisor.
- The student will consult with their AC as needed over the WIL term.
Note: WIL accommodations do not automatically renew each term. If you require renewal of accommodations, please consult with your AC to manually renew them.
Frequently Asked Questions (FAQ)
The Work-Integrated Learning (WIL) FAQ is a valuable resource designed to answer common questions about the WIL process, accommodations, and support services available for students with disabilities. By reviewing the FAQ, stakeholders—including students, faculty, and external partners—can gain a clearer understanding of their roles, responsibilities, and the resources available to ensure a successful and inclusive WIL experience. This FAQ provides quick access to essential information, helping to streamline communication and foster a supportive learning environment for all.
For Students:
What is Work-Integrated Learning (WIL), and how does it differ from classroom learning?
Work-integrated learning is a type of experiential learning that combines a student’s academic studies with experiential learning in a workplace or practice setting. It generally involves a student, the college, and a host organization. They can include apprenticeships, campus entrepreneurship and incubators, co-op, field experiences, placements (field, clinical and practicum), and service learning.
Do my academic accommodations transfer to my WIL placement?
No, academic accommodations do not automatically transfer to your WIL placement. WIL accommodations are specific to the workplace environment and the learning outcomes of the placement. You will need to consult with your Accessibility Consultant (AC) to set up individualized WIL accommodations.
What types of accommodations are available during WIL placements?
The types of accommodations available during WIL placements are based on your specific needs and the requirements of the placement environment. The Job Demands and Accommodation Planning Tool (JDAPT) on page 19 the ALS WIL Guideline and Process manual (insert hyperlink) can help you identify the appropriate accommodations for your placement.
Who do I contact if I face barriers during my WIL placement?
If you encounter any challenges during your placement, reach out to your WIL practitioner (e.g., faculty, field liaison) to discuss your concerns. Additionally, contact your AC for further consultation. Together, the team will work to address and resolve the issues.
Can I disclose my disability to my WIL employer? How should I approach it?
If you are considering disclosing your disability, you can refer to the resources in the WIL Accessible Learning Student Toolkit (insert hyperlink) to guide you. These include the Planning Disclosure: Deciding When and How to Disclose resource and the Disclosure Planning Worksheet, which provide strategies and steps for disclosure.
What should I do if my accommodation needs to be changed during my WIL term?
If you need to modify your WIL accommodation plan, consult with your AC as soon as possible. Your accommodation plan can be updated in collaboration with your academic program to meet your current needs.
Is there a specific process for registering my accommodations for WIL, or is it the same as academic accommodations?
The registration process for WIL accommodations is different from academic accommodations. You can refer to the WIL ALS Registration Process above for more information on how to set up accommodations for your placement.
What support is available if I am unsure of my strengths and limitations for a WIL setting?
If you need help identifying your strengths and limitations for WIL, you can use the Self-Report Tool on page 13 in the ALS WIL Guideline and Process manual (insert hyperlink) to reflect on and assess your abilities.
For Faculty:
How can I support students with disabilities who are preparing for their WIL placement?
You can support students with disabilities by encouraging early conversations about their accommodation needs and helping them prepare for the expectations of the WIL environment. Reviewing the Faculty Communication Support Guide in the ALS WIL Guideline and Process manual (insert hyperlink) will provide you with specific strategies to guide discussions around accommodations, self-advocacy, and workplace readiness. Additionally, maintaining open communication with the student and their Accessibility Consultant (AC) ensures they receive the appropriate support throughout their preparation.
What is the role of faculty in the WIL accommodation process?
Faculty play a crucial role in the WIL accommodation process by collaborating with Accessible Learning Services (ALS) and WIL practitioners to ensure that students receive the necessary accommodations to succeed in their placements. This includes communicating with students about their accommodation needs, helping to integrate accommodations into placement tasks, and providing feedback on student progress. Faculty are also responsible for supporting the student’s self-advocacy and ensuring they can access all available resources.
How can I ensure that WIL experiences are inclusive for students with diverse needs?
If you observe a student struggling during their WIL placement, reach out to the student to discuss their experience and any potential challenges they may be facing. It is important to approach the conversation with empathy and confidentiality. If accommodations are not sufficient or additional support is needed, consult with ALS and the WIL team to determine any adjustments or interventions that can be made to help the student succeed. Monitoring progress through regular check-ins can also be beneficial.
What should I do if I notice a student struggling during their WIL placement?
Faculty can work closely with WIL practitioners by sharing relevant information on student progress and accommodation needs, participating in regular meetings, and coordinating check-ins with students throughout the placement. Building a collaborative relationship between faculty, WIL practitioners, and ALS ensures that students receive cohesive and comprehensive support, both in the classroom and in their placements. Faculty should also advocate for any necessary adjustments to placement environments or tasks to help students meet learning outcomes.
How can I work with WIL Practitioners to support students during their placements?
Collaborating with WIL practitioners is essential to ensuring students receive comprehensive support during their placements. You can work closely with them by maintaining open communication, sharing insights on the student's accommodation needs, and participating in regular check-ins. WIL practitioners, such as Field Liaisons or placement coordinators, can also provide additional guidance on placement expectations and help problem-solve challenges that arise, ensuring a seamless experience for the student.
