The trainee-mentor relationship in graduate and postdoctoral training in Canada for trainees with disabilities

The relationship between a trainee and their academic mentor(s) is central to student success in graduate and postdoctoral training programs. Since mentors provide career advice, letters of reference to potential employers and/or further mentoring after graduation, the trainee-mentor relationship often defines the trainee’s career. In graduate and postdoctoral training, particularly in STEM disciplines, personalized accommodation of students with disabilities is the norm. This process often significantly impacts, and is impacted by, the quality of the trainee/mentor relationship. The degree of professional “intimacy” inherent in a trainee/mentor relationship is significantly greater than that found in a more traditional student-faculty member relationship. These qualitative differences are crucial to the success of the relationship. The potential impact of a trainee’s disability on the nuances of the trainee/mentor relationship is significant, with the capacity to influence every aspect of that relationship. Because of the far-reaching consequences, trainees with disabilities and their mentors need to carefully consider their dialogue around accessibility. This chapter will highlight best practices and common challenges in navigating the trainee/mentor relationship in the context of disability and accessibility.