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Pa first day 2012 august


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Pa first day 2012 august

  1. 1. Project ADVANCE Monday, August 20th, 2012 Welcome!
  2. 2. IntroductionsWelcome andCONGRATUATIONS! 2
  3. 3. Agenda9:00am Welcome9:10am The Role of Self-Advocacy in Transition10:00am Break10:45am Academic Readiness Skills11:15am Transitional Issues and Accommodations11:45am How Much Do You Know Already?12:00pm LUNCH1:00 pm Panel Discussion2:00 pm Role of Parents – Parents as Coach3:00pm End of Day Wrap-Up
  4. 4. TransitionTransition (fiction) – Definition from WikipediaTransitions in fiction are words, phrases, sentences, paragraphs, orpunctuation 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. 4
  5. 5. As you transition to Post SecondaryWhat will be different in your:point-of-view character, - or yourself – how do you see your roleas 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 situationsyou encounterand pace. – how quickly do you expect it to happen? 5
  6. 6. Purpose of transitionsTransitions provide for a seamless narrative flow as a story shifts intime, location, or point-of view.They aid the internal logic of a story by moving readers fromsentence to sentence, paragraph to paragraph, idea to idea, sceneto scene, and chapter to chapter with grace and ease..[3] 6
  7. 7. Time for Some Work…. Handout 7
  8. 8. Students - If this transition is the best ever…This time next year, if you look back on the year – describewhat 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? 8
  9. 9. Parents – Best Transition EverHow 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 howdid it impact you? 9What did final grades look like?
  10. 10. 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 growthand for the fulfillment of the destiny associated with you . May the ancestors continue to stay by your side. Malidonma Some 10
  11. 11. Today’s Goal•For you to gain an understanding of ProjectADVANCE, how it will work and its content•To gain an understanding of what thetransition to Post-Secondary and what itmight look like for students with learningdisabilities 11
  12. 12. Most ImportantlyYOU ARE NOT ALONE(Students or Parents) 12
  13. 13. 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) 4.50% 4.00% 3.50% 3.00% 2.50% 2.00% 1.50% 1.00% 0.50% Year 0.00% 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 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 13
  14. 14. The number of students with “Invisible” disabilities has increased over the past 5 yearsNumber of Students with Disabilities at Ontario Universities – by Category Learning Disability 6,000 5,000 Psychiatric 4,000 3,000 Chronic Illness/Systemic/Medical Mobility/Functional ADHD 2,000 Other Deaf/Deafened/Hard of Hearing Low Vision/Blind 1,000 Acquired Brain Injury 0 2003-04 2004-05 2005-06 2006-07 2007-08 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. 14 Learning Disabilities increased from 4,703 to 5,546
  15. 15. Over the last 5 years, most disability categories have grown, but “Invisible” disabilities have grown the mostDisability Category as a Proportion of Total Number of University Students with Disabilities 2003-2004 2007-2008 Students with “Invisible” Disabilities: 7,190 Students with “Invisible” Disabilities: 11,611 Students in All Other Disability Categories: 4,568 Students in All Other Disability Categories: 5,351 Total University Students with disabilities: 11,758 Total University Students with disabilities: 16,962 Acquired Acquired Brain Injury 0) Brain Injury D (57 (181) (348) ADHD (1,751) ADH All Other All Other Disability Disability Categories Categories Learning (5,351) (4,568) Learning Disability Disability (4,703) (5,546) Psychiatric (3,966) Psychiatric (1,736) 15
  16. 16. Student Success vs Degree CompletionHow students approach theiruniversity educationand the expectations they have of itwill have a large impact on theirexperience. 16
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  26. 26. Think About the Answers to Those QuerstionsHow you answered some of thosequestions will reflect whether yourare here to complete a degree or togain an education. 27
  27. 27. Student Success vs Degree CompletionStudent Success Degree CompletionEducation is: Education is the same as credentialism or thelearning degree/piece of paper at the end of your time atKnowledge university The point is the piece ofUnderstanding paper not the process. 28
  28. 28. Student Success vs Degree CompletionStudent Success Degree CompletionFaculty are Faculty are serviceeducators providers.- They are contentexperts and are You pay your fees –sharing their they give you grades.knowledge withyou. 29
  29. 29. Student Success vs Degree CompletionStudent Success Degree CompletionStudents are engaged Student is disengaged as therein the classroom – they is no requirement to be engagedattends,participate, – misses class,talk about material limited participation,covered in classand talks more about grades thanassignments in an about what is learn.integrated way. 30
  30. 30. Student Success vs Degree CompletionStudent Success Degree CompletionStudents are engaged Student is disengaged- attendsoutside the classroom – class and to faculty,participates in opportunities Student does not problem solvefor additional learning, or time mange to includeIs involved in campus campus and work/familyactivities. activities . 31
  31. 31. Student Success vs Degree CompletionStudent Success Degree CompletionKnows responsibilityfor completion of The student can be combative about grades and facultyreading and meeting expectations instead of learningdeadlines. from them. - Argues about grades receives – expects extensions and for missed material to be given to them 32
  32. 32. Student Success vs Degree CompletionStudent Success Degree CompletionFocus on self- Focus on self-esteem.efficacy. - All about wanting-Being independent TAs and Faculty to tell-Is able to gauge them how well theytheir success are doing and lots of feedback expected 33
  33. 33. Student Success vs Degree CompletionStudent Success Degree CompletionIndependent problem- Continue to look for intervention from parents orsolving. service providers.Knows assistance isavailable and accesses Expect service providers to “do”to learn how to instead of “teach and do”.problem –solve. 34
  34. 34. Key to Student SuccessSelf- advocacy skills are paramount. 35
  35. 35. Advocacy - Definition“Support or argument for a cause, policy, etc”The Oxford Dictionary of Current English, 2nd EditionAs a post-secondary student with a learningdisability – you are advocating for yourself …as a student….to ensure that you have thesupport that you require…to level the playingfield. 36
  36. 36. And You are Not Alone….Learning Disability Services – 1100studentsExcludes students registered withPhysical/Sensory/Medical DisabilitiesExcludes Mental Health Services– another800 students 37
  37. 37. 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.” 38
  38. 38. Structure of High School 39
  39. 39. Structure of Post Secondary 40
  40. 40. Social Role of the University StudentBehaviour•doing work, being independent, of asking for help and getting it whenyou need itResponsibilities•studying, completing assignments, attending class, knowing the rulesand the system, learning the material, teaching yourselfExpectations•you will work hard,•you will fulfill all class requirementsPrivileges•access to library, access to funding, access to student services,reduced rates for museums, travel, ability to choose courses, create 41own time table, study at an advanced level
  41. 41. 2001 StatisticsPopulation Sampled (15 years and older) =23 901 360 or about 24 000 0006 173 225 start university = 24%3 687 650 complete degree = 15%642 055 complete a masters = 2.6%128 625 complete a PhD = .5%
  42. 42. All students must demonstrate competency in the following learning areas to be successful:1. Sustain attention during classes2. Maintain satisfactory notes3. Develop organizational skills4. Understand and complete assignments5. Successfully complete tests and exams6. Gain information from written material7. Produce quality written work 43
  43. 43. Social Role of InstructorsTo give out informationNot necessarily “to teach”Other responsibilitiesNot on campus 24hrs/dayAre not always immediately accessible 44
  44. 44. Role of Self- Advocacy – In 2 Parts Advocacy is now student-based PART 1The development of specific skills and understandingsthat enable children and adultsto explain their specific learning disabilities toothers…... 51
  45. 45. 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 52
  46. 46. Students – Understanding Their Learning DisabilityTerminology “I am not a fast reader and I don’t always understand when I read.”Identify theDifference “I understand when I read - I have some difficulty withbetween….. processing text so it just takes me longer therefore to read in general. ” 53
  47. 47. Explaining the Learning Disability• not all instructors have come in contact withstudents with LD – need to prepare them for that•Students in their classes might have had a greatdeal of exposure to the concept•Need to understand the balance between right tobeing accommodated and how that appears toothers 54
  48. 48. Self-Advocacy for Students MeansKnowing their rights- Access to accommodations and supportKnowing how the system works-Role of the instructor, exam centerKnowing how to take control of their own situation-Just because X gets to have X amount of extra time, doesnot mean that they can – documented needKnowing who can help you to get what you need 55- Role of the advisor
  49. 49. Advocacy and Learning DisabilitiesAdvocacy is a 2 Part DefinitionPart 1 : The development of specific skills andunderstandings that enable children and adults toexplain their specific learning disabilities toothers…... 56
  50. 50. Part 2….and to cope positively with theattitudes/responses of peers, parents, teachers, employers. 57
  51. 51. Link Between Advocacy and SkillsKnowing where individual skills are in relation tothe demands at universityIdentifying a gap in skillsKnowing what to do if there is a gap –before classes start –midstream 58
  52. 52. BREAK 59
  53. 53. DisclosureIs individual - this is an opportunity for you to decide towhom and when you choose to discloseTo access additional supports for test-taking it isnecessary 60
  54. 54. Disclosure to ProfessorsSome familiar with the system – they are responsible to get the exam to the exam centre – they are required to accommodateSome 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 advisorSome require additional education from LDS AdvisorProfessors 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 61
  55. 55. Disclosure at York – to PeersExplaining “absence” during thetest/exam. 62
  56. 56. Academic Readiness Skills These include:The obvious:Reading WritingThe Less obvious:Note-taking Test-takingEqually Important: Knowing the system 63
  57. 57. 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. 64
  58. 58. Role of MetacognitionHow do students understand their own learning? –Goes beyond learning styleHow 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 readand write at a first year level. 65
  59. 59. Transitional Issues in ReadingIncrease in the overall quantity of reading – not unusual to have to read50-100 pages of a textbook a week or to be asked to read a novel aweekTheoretical focus – you are not reading for facts – it is assumed thatyou know them (or will find out about them) and will make judgementsabout what you have read/apply the factsIndependence - Assigned readings are not always covered in classBUT YOU ARE STILL RESPONSIBLE FOR THEMKnowing what is really important/what to take away from a reading 66
  60. 60. Reading StrategiesDevelop active reading strategies like SQ4RVary reading - rate/thoroughness – skimming and scanning essentialskillsPre-reading prior to the start of classesUsing resources that assist you in understanding readings – ‘TheIntroduction To…….”Books on tape or e-textComputer assisted reading programs - Kurzweil/TextHELP 67
  61. 61. Transitional Issues in WritingFrequency of written assignments (essays, take-home exams, and essay formattests) - worth more and are not grades on process but productMove from expository to arguementativeLearning to deal with specific citation rules like APA, MLA, etc.Issues around plagarism 68
  62. 62. Transitional Issues in WritingDevelopment of a thesis - a move from “I will be discussing…”Integration of material – do not list facts, explain and integrateReferencing rules vary across disciplines 69
  63. 63. Writing StrategiesDevelop a plan of action*Write more than one draft - definition of “draft”Practice writing (journals/ lecture summaries) or read types of writing in disciplineComputer technologies (Inspiration/TextHelp)Language tutoring vs content tutoring 70
  64. 64. Transitional Issues in MathematicsMathematical concepts appear in non-math coursesRequired Math courses are specified with little room for changes 71
  65. 65. Note-TakingNeeding to focus on purpose of notes - will you study from ?Review lecture and text notes prior to classKeep a list of new vocabulary wordsClarify points with instructors in office hoursTape lectures - gain permission 72
  66. 66. Time ManagementHave ONE appointment calendar – be able to see 4months at a glance = 1 semesterEnrol in time management workshops and coachingprograms1 hour of lecture = 2-3 hours of homework – forstudents who do not require additional time to readand write – so add if you need an additional 50%... 73Let’s Look at 5 courses – and use 3 hours…..
  67. 67. Monday Tuesday Wednesday Thursday Friday Sat Sun6-77-88-99-1010-1111-1212-11-22-33-44-55-66-77-88-99-1010-1111-12
  68. 68. Monday Tuesday Wednesday Thursday Friday Sat Sun6-7 Get up Get up Get up Get up Get up7-8 Commute Commute Commute Commute Commute8-99-1010-1111-12 Lunch Lunch12-1 Lunch Lunch Commute1-2 Lunch2-3 Commute3-4 Commute Commute4-5 Commute5-66-7 Dinner Dinner Dinner Dinner Dinner7-88-99-1010-1111-12
  69. 69. Monday Tuesday Wednesday Thursday Friday Sat Sun6-7 Get up Get up Get up Get up Get up7-8 Commute Commute Commute Commute Commute8-99-1010-1111-12 Lunch Lunch12-1 Lunch Lunch Commute1-2 Lunch2-3 Commute3-4 Commute Commute4-5 Commute5-66-7 Dinner Dinner Dinner Dinner Dinner7-88-99-1010-1111-12
  70. 70. Time Management1 percentage point = 1.25 hours of work –10% = about 12 hoursFor a student with a learning disability,2 courses (40%) is considered a fullcourse load by OSAP standards 77
  71. 71. Test-TakingGo to classForm study groupsDevelop test-taking strategies for different types of examsDevelop different study approaches for different types oftestsEnroll in study skill workshops 78
  72. 72. Transitional Issues in Accessing AccommodationsStudents need to self-identify that they requireadditional supports and accommodations byapproaching the disabilities services program attheir school.The school will not automatically note that astudent will be using or requestingaccommodations. 79
  73. 73. Students are responsible to ensure that their documentation reaches thedisability services office. –admissions office does not always forward this information –the student still needs to activate the fileFaculty are not automatically told which of their students have diagnosedlearning disabilities and might require different supports. 80
  74. 74. Student often need to disclose to their instructors – students need tobecome good self-advocates.There is often a system in place for taking tests and exams whichrequires the filling in of forms and requests for space andaccommodation well in advance of the test date. Students areresponsible to know and follow the system. 81
  75. 75. Not all institutions can provide the same level of support.Different institutions have different resources and ways ofproviding service.All institutions have a DSO, LS, ATAccommodations can be different @ college/university 82
  76. 76. Accessing Accommodations•Contact the appropriate department upon acceptingoffer for admission - make an appointment to seesomeone•familiarize self with on-going arrangement oftests/exams•double check 2 weeks prior to test/exam that thingsare set 83
  77. 77. Purpose of Accomodations-permit you to demonstrate your understanding-Allow you to compensate for your learningdisability – to level the playing field – no more andno less-Thought to ponder…..what kinds ofaccommodations will you be able to access in yourchosen field of work 84
  78. 78. Possible Accommodations – In Class? Note-taker ??extensions on papers?Seating near the frontTape recording lectures – requires permission 85
  79. 79. Possible AccommodationsSeparate RoomWord ProcessorTape/Reader ( or similar software program) of testDictation to scribe ( or similar software program)Instructions/Directions Clarified (content is not clarified) 86
  80. 80. Possible AccommodationsSelf-Help spelling AidsSpelling Checked by ProctorUse of authorized spelling list, list of formulas or other items that need to be memorizedExtra Time: Multiple Choice/Heavy Reading ComponentExtra Time: Essay Questions/Heavy Writing ComponentExtra Time: MathematicsUse of a calculator for mathematically based subjects 87
  81. 81. Modifying AccommodationsChange in time allowedChange in actual supports usedThe demands of specific courses and levels ofstudies might require different supports 88
  82. 82. Less Common AccommodationsAdd short answer to multiple choiceAssignment in lieu of oral presentationDivision of Exam/Test into units (same day/different day)Flexible deadlinesOral presentation in lieu of assignmentSpacing of exam writing 89
  83. 83. Academic Accommodations – Class(Less Accessed) Audio tape lectures Audio tape tutorials Interpreter – classroom Reader – classroom Note-taker – classroom Taped texts 90
  84. 84. Accommodations Not Generally SeenCourse substitutions (e.g., cannot take a Natural Science course/Statisticsand therefore take another in its place)Change in format – asking a professor to turn a multiple choice test intoanother formatRole of supplemental assignmentsRole of re-weighting“Oral” exams 91
  85. 85. Accommodation ServicesAssistive 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 - OSAPPeer Language TutoringAdvisor SystemUpdating of Assessments 92
  86. 86. Cost of SupportsTutoring – 25-35$/hour and upNote-takingScribingHardware and software – software can range from $90 - $1500(see quotes package) 93
  87. 87. Bottom LineRegardless of how students with learning disabilitiesmanage the requirements of university, they must beable 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. 94
  88. 88. Questions? 95
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  115. 115. LUNCH !! 124
  116. 116. Parent as Coach
  117. 117. Current Role 126
  118. 118. Coaching in Post-Secondary Context“Coaching is fundamentally about facilitatingchange that will lead to desired results: facilitatingmovement from a current state to a more desirablefuture state.”Adapted from Adler School of Professionalcoaching Inc. 127
  119. 119. Coaching in Post-Secondary Context“Coaching is fundamentally Role of Teacher as “teller”about facilitating change that will lead to desired Student is more independentresults: facilitating movement from a Student waits for instructionscurrent state to a more desirable future Student is proactive andstate. completely manages their learning 128
  120. 120. New Flow 129
  121. 121. New Flow 130
  122. 122. Choosing For Success – Role of Coach-Students make the choice for success-Success will look very different for different students – might notinvolve 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? 131
  123. 123. Role of Service Providers at Post Secondary Limits and ChallengesThere is only so much support a particularcollege or university can provideSometimes the student’s basic academicskills are too low- tell student how they can upgrade- Students decide if they want to – theyhave the right to fail 132
  124. 124. “English professors are not expected to acceptpoor writing skills. If you are not capable ofwriting an essay, then you won’t pass their course- with or without a disability”It is to students’ advantage to ensure that theirskills are up to a suitable level prior to enrolling orto take courses slowly while they “ramp-up” 133
  125. 125. Difficulties of the Service ProviderThe student fails his or her course andTHEN comes to us for help- As a coach – this might be a part of theprocessStudent stops attending and tells no one 134
  126. 126. Students often underestimate the transitionfrom high school to college and don’t ask foraccommodations - until too lateDefinition of “too late”Students don’t follow through or act on ourrecommendations 135
  127. 127. Coaching for Self- Advocacy Reminder: Transition is a PROCESSTransition files for students – are their documents all in oneplace – are they aware of their needsReview of psycho-educational reports earlier that the year ofgraduation – do they realize the impact of old reportsEncourage students do their homework about courses ANDservices 136Type of campus might be as important as type of courses
  128. 128. Transitional Issues in Accessing AccommodationsStudents need to self-identify that they requireadditional supports and accommodations byapproaching the disabilities services program attheir school.The school will not automatically note that astudent will be using or requestingaccommodations. 137
  129. 129. Students are responsible to ensure that theirdocumentation reaches the disability services office. –admissions office does not always forward this information –the student still needs to activate the fileFaculty are not automatically told which of their studentshave diagnosed learning disabilities and might requiredifferent supports. 138
  130. 130. Student often need to disclose to their instructors – studentsneed to become good self-advocates.There is often a system in place for taking tests and examswhich requires the filling in of forms and requests for spaceand accommodation well in advance of the test date.Students are responsible to know and follow the system. 139
  131. 131. Not all institutions can provide the same level of support.- Example – content tutoringDifferent institutions have different resources and ways ofproviding service.- Set advisor VS rolling advisors 140
  132. 132. Accessing Accommodations• Contact the appropriate department upon acceptingoffer for admission - make an appointment to seesomeone• familiarize self with on-going arrangement oftests/exams• double check 2 weeks prior to test/exam that thingsare set 141
  133. 133. Questions 142