CEGEP Services Adaptés and the Transition from Secondary School for EHDAA Students

Secondary school ends and the PI disappears. That is the transition shock that families of EHDAA students often aren't prepared for.

In Quebec's high school system, the school administration tracks the student, schedules PI reviews, and automatically delivers accommodations as a matter of institutional routine. In CEGEP, the student is legally an adult. They must proactively declare their disability, request their own accommodations, and navigate an entirely different administrative structure.

Understanding what changes — and what stays the same — before your child's graduation date makes this transition significantly less traumatic.

What Happens to the Secondary School PI at CEGEP

The secondary school plan d'intervention does not transfer to CEGEP as a binding document. CEGEP is a post-secondary institution, and students are considered adults in the Quebec system. The PI framework under the Loi sur l'instruction publique does not apply at the CEGEP level.

Instead, each CEGEP has its own services adaptés (adapted services) office. The student — not the parent, not the sending school — must:

1. Declare their disability to the services adaptés office upon admission
2. Provide supporting documentation (diagnosis, previous assessments)
3. Work with the services adaptés advisor to establish a specific accommodation plan for their CEGEP program

The earlier this process begins, the better. Some CEGEPs have waiting lists for services adaptés assessments. Starting the declaration process in the student's final year of secondary school, rather than after enrollment, avoids delays that could affect the first semester.

What Documentation CEGEP Services Adaptés Accept

For permanent conditions — including autism spectrum disorder, severe dyslexia, ADHD, and hearing or visual impairment — assessments do not expire solely because they were completed in elementary or secondary school. CEGEP services adaptés can review historical documentation when determining supports; the student should confirm what documentation the institution requires.

This means:

• An autism assessment from elementary school can be presented to CEGEP services adaptés
• A dyslexia assessment from secondary school can be included in the documentation package
• An ADHD assessment completed years earlier can be included when the student requests services adaptés support

The practical implication: families who invested in assessments during elementary or secondary school should not assume that the documents expire solely because of their age. The CEGEP office will review the documentation and the student's current needs.

There are cases where more recent documentation may be preferable — for example, if the student's profile has changed substantially. Whether additional documentation is needed depends on the CEGEP office's requirements and the student's current needs.

What Accommodations Are Available at CEGEP

CEGEP services adaptés can authorize a range of accommodations. Common examples:

• Extended time on exams
• Access to text-to-speech and word processing tools during exams
• Isolated exam environment
• Peer note-taking services
• Audio recording of lectures
• Course load reduction (taking 4 courses instead of 5 per semester)
• Priority registration to avoid back-to-back exam scheduling

The CEGEP accommodation plan is negotiated individually. Unlike the secondary school PI, there is no formal meeting structure required — but advocating clearly for what the student needs based on their documented profile produces better outcomes than passively accepting whatever the advisor suggests.

The PFAE Pathway: For Students Not Obtaining the DES

Students whose secondary school PI involved extensive mesures de modification — meaning their curriculum expectations were substantially reduced — typically do not graduate with the standard Diplôme d'études secondaires (DES). Without the DES, the standard CEGEP pathway is closed.

For these students, the Quebec system offers the Parcours de formation axée sur l'emploi (PFAE), two alternative certification tracks:

CFMS (Certificat de formation menant à un métier semi-spécialisé): A 900-hour program for students capable of mastering a specific semi-skilled trade. It includes 450 hours of general education and 450 hours of supervised workplace training (stages). Examples include maintenance trades, food service specializations, and retail support roles. The certificate names the specific trade.

CFPT (Certificat de formation préparatoire au travail): A 2,700-hour program for students with more significant cognitive or adaptive challenges. It focuses heavily on autonomy, daily living skills, and basic workplace behavior. Students must complete 900 hours of supported workplace practice.

Neither certification leads to CEGEP. Both are legitimate pathways for students who need them — but agreeing to modifications at the PI stage should always be an explicit, informed decision with a clear understanding that it redirects the graduation pathway.

The Transition Plan: Starting Before Grade 11

Transition planning for EHDAA students should begin before the end of secondary school. The transition discussion — about post-secondary goals, career interests, and the supports that will be needed after graduation — should be integrated into the PI process during the final years of secondary school.

The PI review in the student's final years of secondary school should address:

• Whether the student is on track for a DES or PFAE pathway
• What CEGEP or vocational program the student is considering
• What documentation needs to be assembled for the CEGEP application
• Whether the student's self-advocacy skills are sufficient to navigate post-secondary services independently, or whether additional support is needed

Parents often drive this conversation more effectively than school teams do. If transition planning is not appearing on the PI agenda by secondary III or IV, raise it explicitly.

SARCA: For Students Who Don't Complete by Age 21

For students who reach age 21 in the youth sector without completing a diploma or certificate, the system provides Services d'accueil, de référence, de conseil et d'accompagnement (SARCA). SARCA connects adults to continuing education centers and adult vocational training (DEP — Diplôme d'études professionnelles) and evaluates prior learning to place adults at the appropriate level. The youth sector cutoff at 21 is not the end of publicly funded educational support.

The Quebec Plan d'Intervention & Accommodations Blueprint includes a transition planning checklist for secondary school parents and guidance on preparing the documentation package for CEGEP services adaptés.

See more Quebec guides →