Improving supports and services for dyslexic post-secondary students in

Canada: implications for international venues

Dr. Allyson G. Harrison Regional Assessment &

Resource Centre

Learning Opportunities Task Force (LOTF)

• Government appointed task force

Learning Opportunities Task Force (LOTF)

• Government appointed task force

• $30,000,000 grant given for 5 year project

Learning Opportunities Task Force (LOTF)

• Government appointed task force

• $30,000,000 grant given for 5 year project

• Initiate & oversee a series of pilot projects to enhance transition of students with dyslexia & other specific learning disabilities into post‑secondary education

Learning Opportunities Task Force (LOTF)

• Government appointed task force• $30,000,000 grant given for 5 year project

• Initiate & oversee a series of pilot projects to enhance transition of students with dyslexia & other specific learning disabilities into post‑secondary education

• Evaluate what supports, services and accommodations best assist these students in meeting their educational goals.

Initial Pilot projects

• 8 pilot projects in 13 post‑secondary educational institutions: 9 community colleges and 4 universities

Initial Pilot projects

• 8 pilot projects in 13 post‑secondary educational institutions: 9 community colleges and 4 universities

• Students first entered these pilot projects in September, 1998.

Initial Pilot projects

• 8 pilot projects in 13 post‑secondary educational institutions: 9 community colleges and 4 universities

• Students first entered these pilot projects in September, 1998.

• In total, 1,242 students who met rigorous eligibility criteria and actively participated in the research over life of task force.

Basic requirements of Pilots

• Students enrolled had to meet strict diagnostic criteria to be included.

Basic requirements of Pilots

• Students enrolled had to meet strict diagnostic criteria to be included.

• Academic requirements could not be reduced or modified: students had to demonstrate competence in essential requirements of each program or course.

Basic requirements of Pilots

• Students enrolled had to meet strict diagnostic criteria to be included.

• Academic requirements could not be reduced or modified: students had to demonstrate competence in essential requirements of each program or course.

• Accommodations, supports and programs had to be easily provided. “Any institution could implement”.

Types of projects

1. 6 wk Summer transition programIn addition to regular academic supports….

Types of projects

1. 6 wk Summer transition program

2. Intensive upgrading and support programs for mature students wanting to re-enter post-secondary

In addition to regular academic supports….

Types of projects

1. 6 wk Summer transition program

2. Intensive upgrading and support programs for mature students wanting to re-enter post-secondary

3. Intensive support from Learning strategists and Adaptive Technology specialists

In addition to regular academic supports….

Types of projects

1. 6 wk Summer transition program

2. Intensive upgrading and support programs for mature students wanting to re-enter post-secondary

3. Intensive support from Learning strategists and Adaptive Technology specialists

4. After school peer tutoring/support

In addition to regular academic supports….

Types of projects

1. 6 wk Summer transition program

2. Intensive upgrading and support programs for mature students wanting to re-enter post-secondary

3. Intensive support from Learning strategists and Adaptive Technology specialists

4. After school peer tutoring/support

5. The 3 French pilots had to be discontinued after year 2

In addition to regular academic supports….

Key Finding: student successStudents with Dyslexia are as able to succeed in

post-secondary as non-disabled provided that:

1. Their strengths & needs properly diagnosed

2. They get help & accommodations they need in school

3. There is appropriate transition planning, &

4. They can access appropriate help during post-secondary education

Key finding related to assessment

1. Most students (85%) arrived with minimal, inadequate, or no proper documentation. These students required (re-)assessment. *In no other area of permanent disability does someone have to wait until post-secondary to obtain a proper diagnosis.

*No other area has such diagnostic diversity!

Key Finding: Transition support

Students who participated in the intensive transition courses:

1. Had, on average, first year marks that were 15% higher than their similarly disabled Dyslexic peers (who were not in the program).

2. Had higher graduating averages than their non-disabled peers.

Key finding: Learning strategy & assistive technology support

1. Pilot students most benefited from:• Learning strategies supports• Assistive technology provided by staff with

expertise in Dyslexia

• Almost all students cited assistive technology & learning/metacognitive strategies as the most useful components of each program.

Key finding: Institutional responsibility

1. External barriers to student success:• Limited faculty awareness & understanding

of Dyslexia and how it impacts upon learning• Negative faculty attitudes towards

accommodation requests

2. Importance of “fertile ground” cannot be discounted.

• Upper level support is crucial.

Key finding: Funding

1. Need to provide specific funding for Dyslexic students to allow them to purchase assistive technology, and also proper assessments.

2. Need for adjustments to the governments’ direct funding of supports in post-secondary studies for students with disabilities

Key finding: Access to post-secondary education

The majority of pilot students reported that in secondary school they had no access to:

• Useful special education supports

Key finding: Access to post-secondary education

The majority of pilot students reported that in secondary school they had no access to:

• Useful special education supports

• Assistive technology or other appropriate disability-specific accommodations

Key finding: Access to post-secondary education

The majority of pilot students reported that in secondary school they had no access to:

• Useful special education supports• Assistive technology or other appropriate

disability-specific accommodations

• Meaningful individualized transition plans

Key finding: Access to post-secondary education

The majority of pilot students reported that in secondary school they had no access to:

• Useful special education supports• Assistive technology or other appropriate disability-

specific accommodations• Meaningful individualized transition plans

• Most left high school feeling that they did not really understand their disability or how best to cope apart from using extra time.

LOTF findings substantiate…

• Need to shrink class sizes & to individualize supports

• Importance of knowing how to use assistive technology and the benefits they provide to dyslexic students

• Importance of being able to self-advocate• The usefulness of a transition program• The need for comprehensive and accurate

diagnosis of disability.

Legacy

• Funding for each post-secondary institution to hire at least one learning strategist (LS) and one adaptive technologist (AT)

• Specialized on-line training for learning strategists and adaptive technologists (Cambrian)

• Establishment of two Regional Assessment Centres with Mobile Assessment capability

Legacy

• French Language Assessment Project

• Longitudinal study of grads of pilot projects

• Universal instructional design initiatives

• Transition support, including summer and high-school-based transition courses