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For parents, from Kindergarten to university
Questions about your child’s learning can leave you wondering where to begin.
Whether you’re noticing challenges, hearing concerns from school, waiting for an assessment, or wondering what comes next, Till&Sia helps you see the next step clearly.
Free to explore. Plain language. One step at a time.
A teacher. A parent. Someone who understands.
I’ve spent over 20 years working with students and their families. When my own child was diagnosed with dyslexia and ADHD in Grade 3, I experienced the school system from the parent’s side—with questions, decisions, and uncertainty about what to do next.
I created Till & Sia to help you find your footing. Drawing on my experience and publicly available resources, I help you understand your options, prepare for school conversations, and take the next step with confidence.
You don’t need to figure everything out at once. Start with your next step.
Feeling overwhelmed? Come up for air.
Every stage is different, so we’ll tailor the steps. You can come back and choose another stage at any time.
High school to college or university
Support doesn’t carry over automatically. Colleges and universities have their own accessibility offices and rules. Most Canadian universities ask for two things to set up support.
Ask the high school case manager for your child’s most recent IEP. It shows what has worked in school. Because an IEP belongs to the school system, many universities treat it as supporting information, so check how each one uses it.
This is the report universities rely on most, and they want it to be recent. For example, UVic asks for documentation no more than 3 years old, and UBC prefers one from the last few years. Langara College usually accepts psycho-educational assessments for up to 5 years. A diagnosis alone isn’t sufficient at UBC, and UVic says it can’t accept a BC Ministry designation (such as Q) in place of an assessment. If your child’s report is older, plan a new assessment well before applying, because waits can be long.
Requirements differ between schools and change over time. Always check each school’s accessibility page.
Universities
Colleges
For any other college or university, search “[school name] accessibility services documentation”. Rules differ and change, so confirm with each school.
This usually means the school has noticed a pattern in how your child is learning and wants more information to understand it — not that something is wrong. In BC, this often goes through the school's School-Based Team before anything formal happens. It's the beginning of a process, not a verdict.
Request a short meeting with the teacher to hear specifics: what they've observed, how often, and in which subjects. Ask whether your child has been referred to the school's School-Based Team — that's the group (usually the principal, a learning support teacher, and the classroom teacher) that reviews concerns and decides next steps, including who's assigned as your child's case manager.
Subject: Following up on our meeting about [Child's name] Thank you for taking the time to meet with me on [date] about [Child's name]. To make sure I understand correctly: [one-line summary of what was discussed]. You mentioned [School-Based Team referral / assessment type] — could you confirm the next steps, who will be my child's case manager, and the expected timeline? I'd also like to know what classroom strategies or accommodations, if any, can start in the meantime. Please let me know if I've missed anything. Thank you, [Parent name]
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Pick where your child is now. You can look ahead to the next stage too.
Plain-language summary of public BC information, last checked October 2026. Districts differ, so always confirm with your school or district.