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Access and Support Centre makes education accessible

Durham College (DC) is committed to providing accessible education and services to all of our students. In recognition of National AccessAbility Week in Canada, we’re shining a spotlight on the Access and Support Centre (ASC) and the great work they do ensuring everyone can excel at DC.

The ASC works with students and faculty to create equal opportunities for academic success, offering confidential support to students who are temporarily at risk or have documented exceptionalities to ensure full access to every part of the academic experience.

DC students meet with accessibility coaches to develop access plans based on their circumstances, whether they’re experiencing a learning disability, mental health diagnosis or any form of physical exceptionality. The ASC offers both ongoing and temporary support depending on the student’s situation. A wide range of services are available, from assistive technology like reading and dictation software to peer coaching and reduced course loads.

The doors of the ASC are always open for students in need of support, according to Jennifer Harrington Matesic, Manager, Accessibility Coaching.

“If you have an exceptionality, please connect with us so we can help support your journey by removing those barriers and promoting equitable access to education,” she said. “Seek support early. Use the supports that are available to you.”

Each year, the ASC makes education accessible for DC students. Following are testimonials from just a few of the students they’ve helped.

Horrera Hashmi, Pre-Health Sciences

During the Winter semester, I faced one of the biggest challenges ever – starting college as a bilateral through the knee amputee. As if learning how to walk again wasn’t hard on its own, I decided to take the burden of college along with me. However, the Access and Support Centre played a huge role in helping me adjust and succeed. From accommodations in class to figuring out missed classes due to prosthetic issues, the ASC gave me the support I needed to keep pushing through. Because of their support, I was able to complete my first semester. I am proud to say I’m doing well for myself, and ASC helped ensure that.

Kabishanth Kaneshathasan, Sport Management

At Durham College, I have achieved a full academic year of the Sport Management program. I am currently in the spring/summer semester, doing course equivalents. I got there with my dedication and passion for learning and being a part of the program as well as having the Access and Support Centre as a support to help me in my education. The ASC has helped me along the way mainly with their kindness and having my accessibility coach Ashley Ludlow to guide me in the right direction. I was a part of the student panel for the Autism Spectrum Disorder transition event, and it was a dream come true.

Anthony Levere, Practical Nursing

Throughout my time in school, I was incredibly fortunate to receive unwavering support that truly made a difference in my journey. One of the most impactful moments was when they helped me apply for a bursary that allowed me to afford a specialized stethoscope compatible with my hearing aids—an essential tool that ensured I could safely and effectively perform my clinical duties. Their support didn’t stop there. When my mother was hospitalized and I was under immense emotional stress, they stepped in again, advocating on my behalf and helping me secure a rewrite for my exam. They understood the challenges I was facing, especially the physical and emotional toll of commuting two hours to school and back each day. Even when I was held back a semester and felt completely defeated, they never gave up on me. Instead, they continued to believe in me, sending heartfelt messages of encouragement that reminded me I wasn’t alone. Coach Kelly, in particular, was a shining light throughout this time—an absolute gem who stood by me with compassion, strength, and constant support. Her presence reminded me that there are people who truly care, and for that, I’ll always be grateful.

Naseana Moodie, Practical Nursing

As a student in the Practical Nursing program, this year has been a transformative experience—full of challenges, growth, and resilience. There were moments when the academic and emotional demands of nursing school felt overwhelming. Balancing rigorous coursework, clinical skills, and my personal life often took a toll on my confidence and focus. However, the support I received from the Access and Support Centre was instrumental in helping me succeed. From accommodations that allowed me to manage my learning needs to the compassionate guidance of staff who genuinely listened, I felt seen and supported at every step. Knowing I had a safe space to ask for help and advocate for myself made a huge difference.

With this support, I was able to push through moments of doubt, improve my performance in labs and exams, and grow both as a student and as a future nurse. I’m proud of how far I’ve come—and even more thankful for the people and services that helped me get here. Thank you for fostering an inclusive and empowering environment. I hope my story inspires others to reach out and find the support they need, just as I did.

Tegan Edgson, Business – Accounting

I just completed my first year at Durham College as a mature student in the Business- Accounting program. Due to complicated mental health issues, I had been unable to successfully complete post-secondary education in the past. I was very hesitant to return to school because of these experiences, and I had been unable to find a school and program that worked for me.

However, I can honestly say that my feelings towards post-secondary education changed for the better when I started at Durham College last September. Because of the support I received from the Access and Support Centre and my accessibility coach, I was not only able to complete my first year at DC successfully but truly thrive in my program. With the help of my accessibility coach at the beginning of the school year, I was able to develop an accessibility plan that fit my personal needs in the classroom. This plan allowed me to put my best foot forward in my classes. I had access to numerous supports that were crucial to my success in my academic journey. When I experienced a mental health crisis in the beginning of my winter semester, I became worried and discouraged that it would affect my ability to continue my studies. However, with support from the ASC and my accessibility coach, I was able to get the personal help I needed and stay on track with my academics.

Now that I have successfully completed my first two semesters, I have developed a real confidence in my ability to take part in post-secondary education and be successful in my academic career that I never had previously. Gaining this sense of confidence and success has also positively impacted my mental health. I now feel confident going into my second year and feel extremely supported in my academic journey and know who to reach out to if I need support. I am truly grateful to the college, the Access and Support Centre, and my accessibility coach for creating an environment that feels safe and supportive and one where it feels okay to ask for help. I am truly excited and looking forward to my future at DC over the next two years!

Overcoming illiteracy to excel at Durham College

Vikki Pike has made a habit of overcoming the odds.

The first-year Durham College (DC) student has experienced learning difficulties from a young age. At 16, she was functionally illiterate and was told by her teachers that she would never graduate from high school.

Fast forward six years and she’s not only a high school graduate; she’s a college student.

The remarkable turnaround was fuelled by her unshakeable belief in herself, a tireless work ethic and the support of her family.

“Over the years, I’ve been diagnosed with mild intellectual disability and communication comprehension disability. But those labels don’t define me. They’re just stepping stones on my journey,” said the 22-year-old.

Due to her learning difficulties as a young student, Vikki had often been denied the opportunity to do the same work as her classmates. Her teachers explained they didn’t want to set her up for failure, but that reasoning didn’t satisfy Vikki.

“To me, not trying was the biggest failure of all,” she said. “I was ready to embrace the challenge.”

Working closely with her aunt Joy Prophet, she embarked on a life-changing learning journey. Studying every day and late into the night, she developed essential skills like counting, reading and writing.

She attended the Trillium Demonstration School in Milton and excelled in the Empower Reading Program. Not content to help only herself, she began to advocate for other kids with learning difficulties. She spoke to Ontario’s former Minister of Education Stephen Lecce, successfully lobbying for a second year of access to the Demonstration School program for her fellow students. She also volunteered with the Ontario Human Rights Commission on its Right to Read inquiry report and was influential in getting the English curriculum in Ontario schools updated with science-based teaching and proper testing for all students with learning differences.

Her accomplishments also include being nominated as an International Dyslexia Association Student of the Year.

Once she decided that college was the place for her, she pursued that goal with her trademark tenacity. She started her journey by achieving excellent grades in DC’s Academic Upgrading program. Then, she enrolled in the General Arts and Science program. The demands of a college program have been challenging, but with the help of her professors and DC’s Access and Support Centre, she’s making it work. She even has plans to extend her studies in the future with the Accounting – Business Administration program.

“My professors at DC are understanding and recognize my potential, and they’re providing the support I need to thrive,” she said. “The Access and Support Centre has been instrumental in my success. They offer resources that have made a significant difference.”

Since taking charge of her educational journey, she hasn’t looked back. She continues to challenge herself each day, both in and out of the classroom.

“Learning is a gift I cherish. I approach every class with eagerness to absorb as much knowledge as possible,” she said. “College is demanding, but I appreciate every learning opportunity and I am loving it.”

She also plans to continue advocating for her fellow ‘Slippsters’ – those who have slipped through the cracks of the education system.

“I want to ensure that no one else has to endure what I did,” she said.

“To other students with learning difficulties: You can achieve your dreams with hard work, perseverance, and self-belief. Use the support around you, ask questions, and don’t rush the learning process. Remember, it’s not how quickly you learn, but how much you learn that truly matters.”

“The GASC program showed me potential in myself that I didn’t even know existed”: How Peyton DeGuilio found her drive through Durham College’s General Arts & Science program

Graduate spotlight: Peyton DeGuilio

When Peyton DeGuilio applied to Durham College’s (DC) General Arts & Science – General Certificate(GASC) program, it wasn’t part of a pre-determined plan. In fact, it was a last-minute decision prompted by a friend’s recommendation. With no clear career direction and a history of academic struggles, Peyton took a leap of faith. Little did she know that this spontaneous choice would lead her to a whole new world of possibilities.

“I had no idea what I wanted to do as a career, so the GASC program was perfect for me,” says Peyton. “I was nervous going into the program as it was my first time attending college, not to mention I never even finished high school. Thankfully though, it was even better than I expected!”

The GASC program became a turning point for Peyton, offering her the chance to explore different subjects while also gaining essential academic skills. Surrounded by a supportive community, she began to thrive. “I met some amazing professors and faculty who helped me every step of the way and I made lifelong friends.” She also credits her success to many of DC’s resources and on-campus supports, like the Student Academic Learning Services and the Access and Support Centre, which helped her stay on track.

What Peyton didn’t anticipate was how much her program would help uncover her interests as it began to pave the way for her future. “The GASC program showed me potential in myself that I didn’t even know existed, which allowed me to make the jump towards another program,” she says.

For Peyton, it wasn’t just about gaining knowledge; it was about realizing that she had what it took to succeed in an academic environment. “I was able to prove to myself and everyone who doubted me that not only was I able to participate in school, but thrive in it,” she said. This newfound confidence led her to pursue the next step in her journey: enrolling in DC’s Child & Youth Care (CYC) Advanced Diploma program. “I didn’t even know the CYC programeven existed before I got to DC, so by going through the GASC program I was exposed to a future career that was basically made for me.”

Looking back, Peyton is grateful for her decision to apply. “I spent so long being too scared to make the wrong decision that it prevented me from making any decision at all. I was nervous about going back to school, but the faculty at DC genuinely changed my entire perspective on education.”

As she works toward completing the CYC program, Peyton is passionate about her future goals. “I want to help children in the school system, especially those who struggle like I did. I’d love to be part of rethinking the way we support students and to create positive change for those who need it most, just like how the faculty at DC helped me.”

Every year, DC celebrates thousands of career-ready graduates. Read more grad stories and how DC has helped them thrive.

You belong here: Accessibility supports that make DC safe, inclusive and accessible to everyone.

Diversity, inclusion, integrity and respect are foundational values that drive Durham College (DC) forward. The accessibility of each DC campus is critical, and we are committed to preventing and removing barriers for all students, faculty, employees and visitors so everyone can fully participate in our campus community.

Guided by our Multi-Year Accessibility Plan, we are working towards creating a truly barrier-free campus. From mobility equipment charging stations to accessible learning resources and supports to accessible campus bus tours during Open House events – we are focused on providing a safe and inviting environment to support all members of our DC community.

Here are just a few of the campus features, services and supports available that make DC safe, inclusive and accessible.

  • Setting you up for success

    The Access and Support Centre (ASC) delivers professional and confidential services to students with an identified exceptionality or who need support. Services include peer and computerized notetaking, peer coaching, a dedicated test centre, as well as a social group to provide equal opportunities to everyone on campus.

  • Improving our campus environment

    At DC, we continuously make physical changes to our campuses to make our student and faculty spaces as accessible as possible. This includes improving interior and exterior spaces such as installing Tactile Walking Surface Indicators on curbs and stairwells, installing fire strobe lights in Whitby campus residential labs, ensuring accessible counter heights, updating braille wayfinding and purchasing new mobility device charging stations.

  • Offering accessible campus visits

    We want to meet you! Our campus tours and events are specifically designed to help you explore everything DC has to offer by providing accessible campus tour routes and accommodations.

  • Preventing and removing barriers to access

    Established in 2003, DC’s Accessibility Coordinating Committee is focused on creating a barrier-free campus for all individuals with disabilities or exceptionalities. The committee meets several times each year and includes members from across the college as well as community partners. This working group supports accessibility planning at DC and follows the Accessibility for Ontarians with Disabilities Act (AODA) and the Integrated Accessibility Standards.

To learn more about DC's accessibility efforts, goals and priorities, check out our 2021-2025 Multi-Year Accessibility Plan.