Northern Secondary School Thursday, January 19 ,...
Transcript of Northern Secondary School Thursday, January 19 ,...
Northern Secondary School
Thursday, January 19th, 2012
Transition to Post-secondary for
students (and their parents)with
Learning Disabilities
Tentative Agenda
• Before you land at post-secondary
• The summer before post-secondary
• Your first fall semester
• Your winter semester
• Your summer semester
• And so on…..
Transitional Experiences
• “In high school, my teachers wouldn’t leave me alone.
Now I miss them.”
• Translation: Take advantage of them now
• “I have 400 pages to read (for the first time) before
tomorrow’s exam.”
• Translation: Everyone will procrastinate
• “If it wasn’t for my mother (..father…sister), I would never
have graduated from high school.”
• Translation: You will need another support system
Transition Myths
• Post-secondary is a huge place and no
one cares about you – you are just a
number
• You are the only one registered with
Disability Services
Over the past 15 years the percentage of university
students with disabilities has grown from 1.21% to
3.84%
Students With Disabilities as a % Of Total University Student Population (Headcount)
Source: Universities Full-Time and Part-time Headcount (Eligible and Ineligible for Funding)
Universities Disabilities Offices AFSD Annual Reports Table 1: Principal Disabilities
Total number of students with disabilities has grown from 4,045 in 1991-1992 to 17,002 in 2007-2008 – a 320% increase
Headcount has grown from 335,101 in 1991-1992 to 442,189 in 2007-2008 – a 32% increase
0.00%
0.50%
1.00%
1.50%
2.00%
2.50%
3.00%
3.50%
4.00%
4.50%
91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08
Year
The number of students with “Invisible”
disabilities has increased over the past 5 years
Over the past 5 years, the number of students with:
ADHD increased from 570 students to 1,751
Psychiatric Disabilities increased from 1,736 to 3,966
Acquired Brain Injuries increased from 181 to 348.
Learning Disabilities increased from 4,703 to 5,546
0
1,000
2,000
3,000
4,000
5,000
6,000
2003-04 2004-05 2005-06 2006-07 2007-08
Number of Students with Disabilities at Ontario Universities – by Category
Learning Disability
Psychiatric
Chronic Illness/Systemic/Medical
ADHD Mobility/Functional
Other Deaf/Deafened/Hard of Hearing
Acquired Brain Injury Low Vision/Blind
Over the last 5 years, most disability categories
have grown, but “Invisible” disabilities have grown
the most
Disability Category as a Proportion of Total Number of University Students with Disabilities
All Other
Disability
Categories
(4,568) Learning
Disability
(4,703)
Psychiatric
(1,736)
Acquired
Brain Injury
(181)
2003-2004
All Other
Disability
Categories
(5,351) Learning
Disability
(5,546)
Psychiatric
(3,966)
ADHD
(1,751)
Acquired
Brain Injury
(348)
2007-2008
Students with “Invisible” Disabilities: 7,190
Students in All Other Disability Categories: 4,568
Total University Students with disabilities: 11,758
Students with “Invisible” Disabilities: 11,611
Students in All Other Disability Categories: 5,351
Total University Students with disabilities: 16,962
Summary First….
• Have your documentation all ready
– IEPS
– Most recent psycho-educational report
• Connect with your DSO the minute you accept your school
• Realize it takes time to put supports in place
• Be prepared to take a reduced course load
Before you apply…
• Research schools of choice – Size
– Programs
– supports
• Understand YOU academic strengths and challenges
• Look at your program and see the FIT with YOUR academics
While You Are Applying
• Collect all the documents you will need – IEP – understand why you have the supports you do and in what
way they assist you
– Psycho-educational report (ideally 3-4 years)
• Find out the grade requirements for your program
• Explore options to get there – Extra semesters at HS
– Colleges with articulated agreements
– Entering in one program and transferring in 2nd year
A word about updated
reports
• Ideally 3-4 years and it helps with getting a
picture of where the student is now and
how to set accommodations
• Required for Modified Admission
• Interim accommodations can be put in
place with older reports
• Assessment can happen the first year of
studies through DSp
Modified Admission
• Open to ANY student
• Still need to meet the acceptance criteria
with respect to U and M level courses
• MINOR grade consideration – 1 or 2 %
• Needs to be a reason – not that they have
a disability in and of itself
– Accommodations late to put in place
– Newly assessed
Summer Prior to Starting
• Think about course selection…
• Full course loads are the MAXIMUM you
can take a year – not what you SHOULD
be taking
• When choosing # of courses – what is the
goal – good grades or finishing a course
What You Think it Looks Like
Schedule
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
7:30
8:30 Class 1 Class 2
9:30 Class 5
10:30
12:30
1:30
2:30 Class 3 Class 3 Class 3
3:30
4:30 Class 4 Class 4
5:30
6:30
7:30
8:30
9:30
10:30
What It Actually Looks Like -
Monday Tuesday Wednesday Thursday Friday Saturday What is
7:30 Not Noted
8:30 Course
1
Course 2 Course 1 Course 1
Study
9:30 Course 5 Study Course 5 - commute
10:30 Study - PT job
12:30 Course 2 - friends
1:30 Study - family
obligations
2:30 Course
3
Course 3
Study
Course 3 Course 3
Study
Course 3 - eating
3:30 Course 3 - physical
activity
4:30 Course
4
Course 4 Course 4
Study
Course 4 Study - connecting with
DSO
5:30 Study
6:30 Course 1 Course 5 Course 2
7:30 Study Study Study
8:30 Course 5 Course 4
9:30 Course 2 Study Study
10:30 Study
Dealing with Administration
» Transition is a PROCESS that takes TIME
» Setting up supports can take up to a semester or
even 2 depending on the complexity
» Larger institutions move more slowly than
smaller ones
Counselling & Development Centre 16
Deadlines and Processing
Times
» There are deadlines by which you will need to:
» Choose courses – within the first few weeks
» Drop courses – 1/3 of the way through a semester
» Pay fees – prior to courses starting
» Submit requests to write tests and exams in another
location – minimum of 2 weeks in advance
» Apply for bursaries and financial supports – minimum of
6-8 weeks
Counselling & Development Centre 17
Transitional Issues in Time
Management
• More time is spent OUTSIDE class studying
than inside class – 1 hour of lecture = 2-3 hours of homework
• A balanced load is easier to carry – choose courses where more play to your strengths than your challenges
• Be prepared to constantly evaluate your system as the term evolves
How Study is Different
• 1 percentage point = 1.25 hours of work
Or
• 10% = 12 hours
Course Load – Full Time/Part
Time
» Maximum # of courses a student COULD (not SHOULD) enroll in is
normally 5 per semester
» Some courses run a full year
» Some courses run a semester
» Full time status for students without a disability is 3.5 courses PER
semester (i.e., you cannot take 1 course in the fall and then 2.5 in the
winter and be full time – need to take 3.5 or higher PER semester
» For a student with a permanent disability, 2 courses is considered a full
course load by OSAP standards
» This does NOT mean that all students register in only 2 courses –
means this is the minimum for full time
Counselling & Disability Services 20
OSAP
• APPLY even if you do not want to take the
loan – eligibility linked to bursaries
– Just need to be “eligible” for 1$ of need
– Can just take the bursaries, not the loans
– Based on individual disability related needs
up to $10 000 annually
• Applications available in June on-line
Summer Before
• Realize that having a disability allows you
to connect early with support and gives
you a place where you can ask your
questions
• It will require TIME for you to set up
services – transition is a PROCESS that
can take the entire academic year
Transitional Issues in Accessing
Accommodations
• Students need to self-identify that they require
additional supports and accommodations by approaching
the disabilities services program at their school.
• The school will not automatically note that a student will
be using or requesting accommodations.
Think About Disclosure
• Students will have to inform professors
that they are registered with Disability
Services to access services
• Student is not obligated to disclose
disability ONLY how the disability impacts
academic performance
Accommodations
Setting of accommodations is a collaborative
process informed by:
• IEP
• Psycho-educational report
• Service provider at DSO
• Student
Accommodations can not undermine the academic
integrity of a course.
Standard
Accommodations
*Individual students require supporting documentation for these to be put in place
• Separate Room
• Extra Time: Multiple Choice/Heavy Reading Component
• Extra Time: Essay Questions/Heavy Writing Component
• Extra Time: Mathematics
– Note about extra time: 50% is the standard – few students are writing with more than this –
100% is possible but rare.
• Word Processor – this does not include use of a dictionary/thesaurus
• Self-Help spelling Aids
• Dragon – voice dictation (less often Scribe)
• Kurzweil – text reader (less often Reader)
Other Accommodations
• Instructions/Directions Clarified (content is not clarified)
i.e., use pencil, double space your work
• Supervised breaks – in the case when student has attention issues, anxiety issues, or is writing for an inordinate amount of time – often no prompts
• Use of authorized spelling list, list of formulas
• Use of a calculator for mathematically based subjects
Rare/Other
Accommodations but Possible
• Add short answer to multiple choice
• Assignment in lieu of oral presentation’
• Division of exam/tests into units
• Flexible deadlines
• Take-home tests
• Oral presentation in lieu of
assignment
• Reweighing of exam/test
• Spacing of exam writing
• Memory aids
Your First Semester
• Be aware of deadlines
– Add courses
– Drop courses
– Submit requests to take tests/exams in alternative
space
• Realize that the first 2 weeks of class are not an
indicator of how busy you are during the term
• Check your email regularly as this is the way you
are likely to be communicated with
Your First Semester
• Check in with your DSO after your first
round of tests/exams
• Realize that accommodations are put in
place to LEVEL the playing field giving you
equal chance to pass or fail
Transitional Issues in
Reading
• Increase in the overall quantity of reading
– Typical psych courses request about 50 pages of
reading per week
• Independence - Assigned readings are not
always covered in class
• Knowing what is really important/what to take
away from a reading
Transitional Issues in
Writing
• Frequency of written assignments (essays,
take-home exams, and essay format tests)
• Development of a thesis /Integration of
material
• Referencing rules vary across disciplines
Transitional Issues in
Mathematics
• Mathematical concepts appear in non-
math courses
• Required Math courses are specified with
little room for changes
Note-Taking
• Note-taking requires listening skills
• Need to focus on purpose of notes
– Will you study for tests with them
– Will you need them for tutorial discussion
• You will not always know at first what is
important and the lecturer might not tell you
• Keep a list of new vocabulary words
• Clarify points with instructors in office hours
• record lectures
Bottom Line
• Regardless of how students with and without
learning disabilities manage the requirements of
university, they must be able to understand
material, form opinions, and draw
conclusions about printed information.
• With few exceptions, students will be required to
demonstrate their knowledge in written form.
Who Is There to Support
You?
• All college and universities have support
systems in place for students with
diagnosed learning disabilities
• Degree of support will vary institution to
institution
• Minimally there will be
– A Learning Strategist
– An Assistive Technologist
Winter Semester
• Take time to re-evaluate
Learning Disability Services at
York
• 956 students registered this year
• 6 Counsellor/Educators
• 2 Assistive Technology Speclialist
• 1 Learning Strategist
• 2 Support Staff
• PSMD - Physical
• MHDS – Mental Health
Structure of High School
Student
Parents School
Structure of Post Secondary
Project ADVANCE
• 6 week summer institute preparing students with learning disabilities for university success
• York University, July 4 -August 10
• $200 deposit refunded upon 80% attendance
• Learn about academic strategies,
• study and life skills,
• assistive technologies,
• availability of campus support.
• http://www.yorku.ca/cds/lds/projectadvance.html
Career mentorship
program
Learning skills program
Assistive technology/lab
Language and learning 1000
Student peer support & leadership
Tutoring
OSAP/Disability bursary
Other sources of funding
Job finding assistance
Letters of accommodation
Assessment referrals
Notetaking Alternative exams Transcription
services
Learning skills assessment
Summary
42 Counselling & Disability Services
Workshops
Individual counselling
Asperger’s group & mentor program
Learning Disabilities
Program
Financial
assistance
Academic and professional development
Accommodations
Individual/Group
support services
Hosted
By
Learning Disability Services
100 100
200 200
400 400
300
400
Before You Are
Here
Test
Accommodations
Class
Supports
Other
Supports
300 300 300
200
400
200
100
500 500 500 500
100
1, 1
This is the document your
School made up for you.
What is my IEP
1,2
This is the most common
Accommodation for tests.
What is extra time?
1,3
This accommodation is one
You have the most control over.
What is audio recording of lectures?
1,4
This is the person you can
Ask any question to when
You are here.
Who is your Learning Disability Advisor
2,1
This needs to be very recent
If you want to be considered
For modified admission.
What is my psycho-educational report?
2,2
This is the second most
Common accommodation for
Tests and exams
What is a computer with spell check?
2,3
This accommodation can be
Done by a volunteer
What is note taking?
2,4
These helpful sessions cover
Topics like studying and
Reading at university.
What are drop-in workshops?
3,1
This is the document your
School made up for you but
Does not necessarily outline
Everything you might have
At university.
What is my IEP?
3,2
This accommodation means
That there are fewer people
Around you when you write.
What is a separate test/exam space?
3,3
This accommodation is not
Available in most tutorials.
What is tape/audio recording?
3,4
This is a support coupled with
OSAP is and is based on a
Student’s individual disability
Related educational expenses.
What is the BSWD?
4,1
This number of students
Allows you to be a full time
Student (/5)
What is 2 courses or 6 credits?
4,2
This is an accommodation
To support your reading on tests
What is Kurzweil or Text to Speech Software?
4,3
This accommodation needs to
Be negotiated well in advance
And determined by the
professor.
What is flexible deadlines?
4,4
This is a place for quiet
Study using technology.
What is the TEL 1017 Lab?
5,1
Type the answer for 5,1 here.
(Type the question for 5,1 here.)?
5,2
Type the answer for 5,2 here.
(Type the question for 5,2 here.)?
5,3
Type the answer for 5,3 here.
(Type the question for 5,3 here.)?
5,4
Type the answer for 5,4 here.
(Type the question for 5,4 here.)?