Project ADVANCE

Monday, August 20th, 2012Welcome!

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Introductions

Welcome and CONGRATUATIONS!

Agenda9:00am Welcome9:10am The Role of Self-Advocacy in Transition10:00am Break10:45am Academic Readiness Skills11:15am Transitional Issues and Accommodations 11:45am How Much Do You Know Already? 12:00pm LUNCH1:00 pm Panel Discussion 2:00 pm Role of Parents – Parents as Coach3:00pm End of Day Wrap-Up

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Transition

Transition (fiction) – Definition from Wikipedia

Transitions in fiction are words, phrases, sentences, paragraphs, or punctuation that may be used to signal various changes in a story, including changes in

time, location,

point-of-view character, mood, tone,

emotion, and pace.

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As you transition to Post Secondary

What will be different in your:

point-of-view character, - or yourself – how do you see your role as student at this time versus at high school?

mood, - how will you approach your new role?

emotion, - how will it feel? How will you react to different situations you encounter

and pace. – how quickly do you expect it to happen?

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Purpose of transitions

Transitions provide for a seamless narrative flow as a story shifts in time, location, or point-of view.

They aid the internal logic of a story by moving readers from sentence to sentence, paragraph to paragraph, idea to idea, scene to scene, and chapter to chapter with grace and ease..[3]

Time for Some Work…. Handout

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Students - If this transition is the best ever…

This time next year, if you look back on the year – describe what it looked like.

How many courses did you take?

What grades did you receive?

What did your daily routine look like?

On a scale of 1 to 10 how happy were you?

Parents – Best Transition Ever

How did the first year of post-secondary look to you?

How involved were you in the enrolment process?

How were you involved every day?

What was the topic of conversation at the dinner table?

What did your son/daughter’s daily schedule look like and how did it impact you?

What did final grades look like?9

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Having been exposed to this and that and successfully endured its pain,

we now grant you the right to more trouble and tribulation

for your own growth and for the fulfillment of the destiny associated with you

. May the ancestors continue to stay by your side.

Malidonma Some

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Today’s Goal

•For you to gain an understanding of Project ADVANCE, how it will work and its content

•To gain an understanding of what the transition to Post-Secondary and what it might look like for students with learning disabilities

Most Importantly

YOU ARE NOT ALONE(Students or Parents)

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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% increaseHeadcount 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

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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

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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 CategoryLearning Disability

Psychiatric

Chronic Illness/Systemic/Medical

ADHDMobility/Functional

Other Deaf/Deafened/Hard of Hearing

Acquired Brain InjuryLow Vision/Blind

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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)

ADHD

(570

)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

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Student Success vs Degree Completion

How students approach their university education and the expectations they have of it

will have a large impact on their experience.

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Think About the Answers to Those Querstions

How you answered some of those questions will reflect whether your are here to complete a degree or to gain an education.

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Student Success vs Degree Completion

Student Success

Education is: learning

Knowledge

Understanding

Degree Completion

Education is the same as credentialism or the degree/piece of paper at the end of your time at university

The point is the piece of paper not the process.

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Student Success vs Degree Completion

Student SuccessFaculty are educators

- They are content experts and are sharing their knowledge with you.

Degree CompletionFaculty are service providers.

You pay your fees – they give you grades.

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Student Success vs Degree Completion

Student Success

Students are engaged in the classroom – theyattends, participate, talk about material covered in classand assignments in an integrated way.

Degree Completion

Student is disengaged as there is no requirement to be engaged

– misses class, limited participation, talks more about grades than about what is learn.

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Student Success vs Degree Completion

Student Success

Students are engaged outside the classroom – talk to faculty, participates in opportunities for additional learning, Is involved in campus activities.

Degree Completion

Student is disengaged- attends class and leaves.

Student does not problem solve or time mange to include campus and work/family activities .

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Student Success vs Degree Completion

Student Success

Knows responsibility for completion of reading and meeting deadlines.

Degree Completion

The student can be combative about grades and faculty expectations instead of learning from them.

- Argues about grades receives – expects extensions and for missed material to be given to them

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Student Success vs Degree Completion

Student Success

Focus on self-efficacy.

-Being independent-Is able to gauge their success

Degree Completion

Focus on self-esteem.

- All about wanting TAs and Faculty to tell them how well they are doing and lots of feedback expected

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Student Success vs Degree Completion

Student Success

Independent problem-solving.

Knows assistance is available and accesses to learn how to problem –solve.

Degree Completion

Continue to look for intervention from parents or service providers.

Expect service providers to “do” instead of “teach and do”.

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Key to Student Success

Self- advocacy skills are paramount.

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Advocacy - Definition

“Support or argument for a cause, policy, etc”

The Oxford Dictionary of Current English, 2nd Edition

As a post-secondary student with a learning disability – you are advocating for yourself …as a student….to ensure that you have the support that you require…to level the playing field.

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And You are Not Alone….

Learning Disability Services – 1100 students

Excludes students registered with Physical/Sensory/Medical Disabilities

Excludes Mental Health Services– another 800 students

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Transitional Experiences and the Role of Advocacy Skills

Transitional Experiences

“In high school, my special education teachers wouldn’t leave me alone. Now I miss them.”

“I have 400 pages to read (for the first time) before tomorrow’s exam.”

“If it wasn’t for my mother ( father, sister, partner, etc.) I would never have graduated from high school.”

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Structure of High School

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Structure of Post Secondary

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Social Role of the University Student

Behaviour •doing work, being independent, of asking for help and getting it when you need it

Responsibilities •studying, completing assignments, attending class, knowing the rules and the system, learning the material, teaching yourself

Expectations •you will work hard, •you will fulfill all class requirements

Privileges •access to library, access to funding, access to student services, reduced rates for museums, travel, ability to choose courses, create own time table, study at an advanced level

2001 Statistics

Population Sampled (15 years and older) = 23 901 360 or about 24 000 000

6 173 225 start university = 24%3 687 650 complete degree = 15%642 055 complete a masters = 2.6%128 625 complete a PhD = .5%

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All students must demonstrate competency in the following learning areas to be successful:

1. Sustain attention during classes

2. Maintain satisfactory notes

3. Develop organizational skills

4. Understand and complete assignments

5. Successfully complete tests and exams

6. Gain information from written material

7. Produce quality written work

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Social Role of Instructors

To give out information

Not necessarily “to teach”

Other responsibilities

Not on campus 24hrs/day

Are not always immediately accessible

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Role of Self- Advocacy – In 2 Parts

Advocacy is now student-basedPART 1

The development of specific skills and understandings that enable children and adults

to explain their specific learning disabilities to others…...

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Self-Advocacy for a Student Means

Knowing themselves and their learning need- accommodations, content knowledge, course

demands - impact

Knowing how to use your areas of strength- Working with formats that are not comfortable

Knowing how to explain your LEARNING DISABILITIES so that others will understand

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Students – Understanding Their Learning Disability

Terminology

Identify the Difference between…..

“I am not a fast reader and I don’t always understand when I read.”

“I understand when I read - I have some difficulty with processing text so it just takes me longer therefore to read in general. ”

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Explaining the Learning Disability

• not all instructors have come in contact with students with LD – need to prepare them for that

•Students in their classes might have had a great deal of exposure to the concept

•Need to understand the balance between right to being accommodated and how that appears to others

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Self-Advocacy for Students Means

Knowing their rights- Access to accommodations and support

Knowing how the system works-Role of the instructor, exam center

Knowing how to take control of their own situation-Just because X gets to have X amount of extra time, does not mean that they can – documented need

Knowing who can help you to get what you need- Role of the advisor

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Advocacy and Learning Disabilities

Advocacy is a 2 Part Definition

Part 1 :

The development of specific skills and understandings that enable children and adults to explain their specific learning disabilities to others…...

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Part 2

….and to cope positively with the attitudes/responses of

peers, parents, teachers, employers.

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Link Between Advocacy and Skills

Knowing where individual skills are in relation to the demands at university

Identifying a gap in skills

Knowing what to do if there is a gap–before classes start–midstream

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BREAK

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Disclosure

Is individual- this is an opportunity for you to decide to

whom and when you choose to disclose

To access additional supports for test-taking it is necessary

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Disclosure to Professors

Some familiar with the system – they are responsible to get the exam to the exam centre – they are required to accommodate

Some ask for details – they are not entitled to see the psycho-educational reports and if you are unsure about what they are asking – talk to an advisor

Some require additional education from LDS Advisor

Professors DO NOT have access to students’ reports and there is nothing on a student’s record which identifies them as a student with a learning disability

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Disclosure at York – to Peers

Explaining “absence” during the test/exam.

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Academic Readiness Skills

These include:The obvious:

Reading Writing

The Less obvious:

Note-taking Test-taking

Equally Important: Knowing the system

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Metacognition

“thinking about how we think”

Metacognition refers to:–Awareness of one’s own cognitive processes–Appropriate use, control or regulation of those cognitive processes

Post-secondary is a great deal about confronting our own learning as we are being asking to learn far more independently.

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Role of Metacognition

How do students understand their own learning?–Goes beyond learning style

How do you read now?–What strategies do you use?–What obstacles do you face?–How is the post-secondary level going to challenge your current reading level?

How do they write now?–What stages do you go through?–What kind of writing will be expected of you and how will you meet that challenge?

Knowing the answer to these questions is as important as being able to read and write at a first year level.

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Transitional Issues in Reading

Increase in the overall quantity of reading – not unusual to have to read 50-100 pages of a textbook a week or to be asked to read a novel a week

Theoretical focus – you are not reading for facts – it is assumed that you know them (or will find out about them) and will make judgements about what you have read/apply the facts

Independence - Assigned readings are not always covered in class BUT YOU ARE STILL RESPONSIBLE FOR THEM

Knowing what is really important/what to take away from a reading

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Reading Strategies

Develop active reading strategies like SQ4R

Vary reading - rate/thoroughness – skimming and scanning essential skills

Pre-reading prior to the start of classes

Using resources that assist you in understanding readings – ‘The Introduction To…….”

Books on tape or e-text

Computer assisted reading programs - Kurzweil/TextHELP

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Transitional Issues in Writing

Frequency of written assignments (essays, take-home exams, and essay format tests) - worth more and are not grades on process but product

Move from expository to arguementative

Learning to deal with specific citation rules like APA, MLA, etc.

Issues around plagarism

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Transitional Issues in Writing

Development of a thesis - a move from “I will be discussing…”

Integration of material – do not list facts, explain and integrate

Referencing rules vary across disciplines

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Writing Strategies

Develop a plan of action*

Write more than one draft - definition of “draft”

Practice writing (journals/ lecture summaries) or read types of writing in discipline

Computer technologies (Inspiration/TextHelp)

Language tutoring vs content tutoring

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Transitional Issues in Mathematics

Mathematical concepts appear in non-math courses

Required Math courses are specified with little room for changes

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Note-Taking

Needing to focus on purpose of notes - will you study from ?

Review lecture and text notes prior to class

Keep a list of new vocabulary words

Clarify points with instructors in office hours

Tape lectures - gain permission

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Time Management

Have ONE appointment calendar – be able to see 4 months at a glance = 1 semester

Enrol in time management workshops and coaching programs

1 hour of lecture = 2-3 hours of homework – for students who do not require additional time to read and write – so add if you need an additional 50%...

Let’s Look at 5 courses – and use 3 hours…..

Monday Tuesday Wednesday Thursday Friday Sat Sun 6-7 7-8 8 - 9 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6 6-7 7-8 8-9 9-10 10-11 11-12

Monday Tuesday Wednesday Thursday Friday Sat Sun 6-7 Get up Get up Get up Get up Get up 7-8 Commute Commute Commute Commute Commute 8 - 9 9-10 10-11 11-12 Lunch Lunch 12-1 Lunch Lunch Commute 1-2 Lunch 2-3 Commute 3-4 Commute Commute 4-5 Commute 5-6 6-7 Dinner Dinner Dinner Dinner Dinner 7-8 8-9 9-10 10-11 11-12

Monday Tuesday Wednesday Thursday Friday Sat Sun 6-7 Get up Get up Get up Get up Get up 7-8 Commute Commute Commute Commute Commute 8 - 9 9-10 10-11 11-12 Lunch Lunch 12-1 Lunch Lunch Commute 1-2 Lunch 2-3 Commute 3-4 Commute Commute 4-5 Commute 5-6 6-7 Dinner Dinner Dinner Dinner Dinner 7-8 8-9 9-10 10-11 11-12

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Time Management

1 percentage point = 1.25 hours of work–10% = about 12 hours

For a student with a learning disability, 2 courses (40%) is considered a full course load by OSAP standards

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Test-Taking

Go to class

Form study groups

Develop test-taking strategies for different types of exams

Develop different study approaches for different types of tests

Enroll in study skill workshops

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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.

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Students are responsible to ensure that their documentation reaches the disability services office.

–admissions office does not always forward this information–the student still needs to activate the file

Faculty are not automatically told which of their students have diagnosed learning disabilities and might require different supports.

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Student often need to disclose to their instructors – students need to become good self-advocates.

There is often a system in place for taking tests and exams which requires the filling in of forms and requests for space and accommodation well in advance of the test date. Students are responsible to know and follow the system.

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Not all institutions can provide the same level of support.

Different institutions have different resources and ways of providing service.

All institutions have a DSO, LS, AT

Accommodations can be different @ college/university

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Accessing Accommodations

•Contact the appropriate department upon accepting offer for admission - make an appointment to see someone

•familiarize self with on-going arrangement of tests/exams

•double check 2 weeks prior to test/exam that things are set

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Purpose of Accomodations

-permit you to demonstrate your understanding

-Allow you to compensate for your learning disability – to level the playing field – no more and no less

-Thought to ponder…..what kinds of accommodations will you be able to access in your chosen field of work

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Possible Accommodations – In Class

? Note-taker ?

?extensions on papers?

Seating near the front

Tape recording lectures – requires permission

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Possible Accommodations

Separate Room

Word Processor

Tape/Reader ( or similar software program) of test

Dictation to scribe ( or similar software program)

Instructions/Directions Clarified (content is not clarified)

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Possible Accommodations

Self-Help spelling Aids

Spelling Checked by ProctorUse of authorized spelling list, list of formulas or other items that need to be

memorized

Extra Time: Multiple Choice/Heavy Reading Component

Extra Time: Essay Questions/Heavy Writing Component

Extra Time: Mathematics

Use of a calculator for mathematically based subjects

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Modifying Accommodations

Change in time allowed

Change in actual supports used

The demands of specific courses and levels of studies might require different supports

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Less Common Accommodations

Add short answer to multiple choice

Assignment in lieu of oral presentation

Division of Exam/Test into units (same day/different day)

Flexible deadlines

Oral presentation in lieu of assignment

Spacing of exam writing

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Academic Accommodations – Class(Less Accessed)

Audio tape lectures

Audio tape tutorials

Interpreter – classroom

Reader – classroom

Note-taker – classroom

Taped texts

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Accommodations Not Generally Seen

Course substitutions (e.g., cannot take a Natural Science course/Statistics and therefore take another in its place)

Change in format – asking a professor to turn a multiple choice test into another format

Role of supplemental assignments

Role of re-weighting

“Oral” exams

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Accommodation Services

Assistive Technology Lab–Kurzweil (text to speech)–Inspiration (mind mapping/visual organizer)–Dragon Dictate (voice dictation)–WordBar (vocabulary builder)–TextHelp (editing and writing tool)

Access to Software - Bursary for Students with Disabilities - OSAP

Peer Language Tutoring

Advisor System

Updating of Assessments

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Cost of Supports

Tutoring – 25-35$/hour and up

Note-taking

Scribing

Hardware and software – software can range from $90 - $1500(see quotes package)

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Bottom Line

Regardless of how students with 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.

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Questions?

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LUNCH !!

Parent as Coach

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Current Role

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Coaching in Post-Secondary Context

“Coaching is fundamentally about facilitating change that will lead to desired results: facilitating movement from a current state to a more desirable future state.”

Adapted from Adler School of Professional coaching Inc.

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Coaching in Post-Secondary Context

“Coaching is fundamentally about facilitating change

that will lead to desired results:

facilitating movement from a current state

to a more desirable future state.

Role of Teacher as “teller”

Student is more independent

Student waits for instructions

Student is proactive and completely manages their learning

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New Flow

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New Flow

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Choosing For Success – Role of Coach

-Students make the choice for success

-Success will look very different for different students – might not involve grades and number of courses passed

-We need to allow them to make the choices-Help them to explore options/scenarios like:

-Reduced course loads (who else knows? What is the value of a B if you get a D in something that suffered because of it?-getting courses that are lower interest-Dropping courses-Who do they know completed their 3 year degree in 3 years?

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Role of Service Providers at Post Secondary

Limits and Challenges

There is only so much support a particular college or university can provide

Sometimes the student’s basic academic skills are too low - tell student how they can upgrade- Students decide if they want to – they have the right to fail

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“English professors are not expected to accept poor writing skills. If you are not capable of writing an essay, then you won’t pass their course - with or without a disability”

It is to students’ advantage to ensure that their skills are up to a suitable level prior to enrolling or to take courses slowly while they “ramp-up”

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Difficulties of the Service Provider

The student fails his or her course and THEN comes to us for help

- As a coach – this might be a part of the process

Student stops attending and tells no one

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Students often underestimate the transition from high school to college and don’t ask for accommodations - until too late

Definition of “too late”

Students don’t follow through or act on our recommendations

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Coaching for Self- Advocacy

Reminder: Transition is a PROCESSTransition files for students – are their documents all in one place – are they aware of their needs

Review of psycho-educational reports earlier that the year of graduation – do they realize the impact of old reports

Encourage students do their homework about courses AND services

Type of campus might be as important as type of courses

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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.

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Students are responsible to ensure that their documentation reaches the disability services office.

–admissions office does not always forward this information–the student still needs to activate the file

Faculty are not automatically told which of their students have diagnosed learning disabilities and might require different supports.

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Student often need to disclose to their instructors – students need to become good self-advocates.

There is often a system in place for taking tests and exams which requires the filling in of forms and requests for space and accommodation well in advance of the test date. Students are responsible to know and follow the system.

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Not all institutions can provide the same level of support. - Example – content tutoring

Different institutions have different resources and ways of providing service.- Set advisor VS rolling advisors

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Accessing Accommodations

• Contact the appropriate department upon accepting offer for admission - make an appointment to see someone

• familiarize self with on-going arrangement of tests/exams

• double check 2 weeks prior to test/exam that things are set

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Questions