The document summarizes a presentation for students with disabilities transitioning to post-secondary education called Project ADVANCE. It discusses the increasing percentage of university students with disabilities over time, particularly those with "invisible" disabilities like learning disabilities, ADHD, and psychiatric disabilities. The presentation agenda covers self-advocacy, academic skills, accommodations, a student and parent panel, and preparing for the transition. It aims to help students understand the transition and that they are not alone in facing challenges as students with disabilities.
This document discusses the experiences of students with dyslexia in higher education. It notes that while the proportion of disabled students in higher education has tripled since 1994, students with dyslexia make up over half of disabled students. However, dyslexic students are still less likely to come from working class or minority backgrounds. The document also examines challenges dyslexic students face regarding identity management, lack of lecturer understanding, and barriers to entering certain professions. It concludes by arguing more must be done to reduce inequalities and barriers for dyslexic students.
This document discusses several special populations including children with cerebral palsy, Down syndrome, learning disabilities, and fragile X syndrome. It provides information on the definition, etiology, prevalence/incidence, physical and visual characteristics of each population. For cerebral palsy, it discusses the classifications, refractive characteristics, binocular vision issues, and tips for interacting with patients. For Down syndrome, it covers the definition, etiology, prevalence, physical traits, and refractive errors. It also provides updates on research related to accommodative dysfunction, bifocals, and biometric measurements in Down syndrome patients. Finally, it introduces fragile X syndrome by defining it and discussing its etiology and prevalence.
Child special needs 1 [compatibility mode]Dominick Maino
This document discusses children with special needs, including those with cerebral palsy. It defines cerebral palsy as a disorder of movement and posture appearing in early life due to brain damage. It notes the incidence and prevalence of cerebral palsy and how it is classified. The document discusses the visual characteristics of children with cerebral palsy, including their refractive errors and high prevalence of strabismus. It provides tips for interacting with children who have cerebral palsy.
Checklist of things I Need to know about my Collegerpeart
This document is a checklist for students preparing to attend college or university. It contains questions about confirming enrollment details, finding course information and requirements, important academic dates, paying fees, locating campus services, and connecting with disability and tutoring resources. Completing the checklist will help students be prepared for the transition to post-secondary education by addressing typical information gaps experienced by first and second year students.
The document discusses the history and development of the Internet and the World Wide Web. It describes how early computer networks used protocols like TCP/IP to connect universities and researchers. It then explains how the introduction of graphical web browsers in the 1990s, like Mosaic and Internet Explorer, popularized accessing web pages using URLs and HTTP. The document also reviews how search engines and chat rooms became popular ways for people to find and share information online.
Exercise relieves stress by releasing endorphins, increasing blood flow, and allowing meditation while in motion. The document recommends finding physical activities you enjoy to manage stress and links to a video on YouTube about exercise and stress management.
This document discusses learning disabilities and social emotional aspects. It defines learning disabilities as disorders that affect how information is acquired, retained, understood and expressed. This can be due to impairments in processing, memory, or expression. It notes that 20-25% of adults with learning disabilities require counseling for social emotional issues, and another 20-25% could benefit. Social difficulties may stem from primary social skills deficits, feelings of shame, or family system issues. Implications are that support should address the underlying causes, which may require individual counseling, social skills training, family counseling, or a combination.
The article summarizes and critiques proposals in the McGuinty government's report on post-secondary education in Ontario. It argues the proposals, including increased online learning, 3-year undergraduate degrees, and private sector involvement, will cut costs at the expense of education quality and accessibility. While increasing productivity, the changes may limit curriculum, research agendas, academic freedom, and disproportionately favor certain fields over others. The proposals are part of ongoing efforts to shift more funding burden to students and private sector that could fundamentally change the purpose of educational institutions.
This document discusses the experiences of students with dyslexia in higher education. It notes that while the proportion of disabled students in higher education has tripled since 1994, students with dyslexia make up over half of disabled students. However, dyslexic students are still less likely to come from working class or minority backgrounds. The document also examines challenges dyslexic students face regarding identity management, lack of lecturer understanding, and barriers to entering certain professions. It concludes by arguing more must be done to reduce inequalities and barriers for dyslexic students.
This document discusses several special populations including children with cerebral palsy, Down syndrome, learning disabilities, and fragile X syndrome. It provides information on the definition, etiology, prevalence/incidence, physical and visual characteristics of each population. For cerebral palsy, it discusses the classifications, refractive characteristics, binocular vision issues, and tips for interacting with patients. For Down syndrome, it covers the definition, etiology, prevalence, physical traits, and refractive errors. It also provides updates on research related to accommodative dysfunction, bifocals, and biometric measurements in Down syndrome patients. Finally, it introduces fragile X syndrome by defining it and discussing its etiology and prevalence.
Child special needs 1 [compatibility mode]Dominick Maino
This document discusses children with special needs, including those with cerebral palsy. It defines cerebral palsy as a disorder of movement and posture appearing in early life due to brain damage. It notes the incidence and prevalence of cerebral palsy and how it is classified. The document discusses the visual characteristics of children with cerebral palsy, including their refractive errors and high prevalence of strabismus. It provides tips for interacting with children who have cerebral palsy.
Checklist of things I Need to know about my Collegerpeart
This document is a checklist for students preparing to attend college or university. It contains questions about confirming enrollment details, finding course information and requirements, important academic dates, paying fees, locating campus services, and connecting with disability and tutoring resources. Completing the checklist will help students be prepared for the transition to post-secondary education by addressing typical information gaps experienced by first and second year students.
The document discusses the history and development of the Internet and the World Wide Web. It describes how early computer networks used protocols like TCP/IP to connect universities and researchers. It then explains how the introduction of graphical web browsers in the 1990s, like Mosaic and Internet Explorer, popularized accessing web pages using URLs and HTTP. The document also reviews how search engines and chat rooms became popular ways for people to find and share information online.
Exercise relieves stress by releasing endorphins, increasing blood flow, and allowing meditation while in motion. The document recommends finding physical activities you enjoy to manage stress and links to a video on YouTube about exercise and stress management.
This document discusses learning disabilities and social emotional aspects. It defines learning disabilities as disorders that affect how information is acquired, retained, understood and expressed. This can be due to impairments in processing, memory, or expression. It notes that 20-25% of adults with learning disabilities require counseling for social emotional issues, and another 20-25% could benefit. Social difficulties may stem from primary social skills deficits, feelings of shame, or family system issues. Implications are that support should address the underlying causes, which may require individual counseling, social skills training, family counseling, or a combination.
The article summarizes and critiques proposals in the McGuinty government's report on post-secondary education in Ontario. It argues the proposals, including increased online learning, 3-year undergraduate degrees, and private sector involvement, will cut costs at the expense of education quality and accessibility. While increasing productivity, the changes may limit curriculum, research agendas, academic freedom, and disproportionately favor certain fields over others. The proposals are part of ongoing efforts to shift more funding burden to students and private sector that could fundamentally change the purpose of educational institutions.
This document provides an overview of understanding learning disabilities. It introduces the topic for day one of a training program. The objectives are to define learning disability, identify facts about it, examine early signs, identify common signs and symptoms, discuss how it is diagnosed, describe different types, discuss associated conditions, and consider issues related to learning disability, mental health, ethnicity and age. [/SUMMARY]
Disability Categories & the IEP Process - MTSS Presentation.pdfEmilyBond19
This document provides information about disability categories under the Individuals with Disabilities Education Act (IDEA) and supporting students with Individualized Education Programs (IEPs). It defines 13 disability categories, provides examples and characteristics of each category, and shows how many students fall under each category by grade level. It also explains where teachers can find student IEP and other information in the ECATS online system.
The document discusses the history of views and treatment of people with disabilities, from widespread discrimination to a new era of inclusion and support due to legislation like the Americans with Disabilities Act. It also examines approaches to describing human differences, the roles of professionals in supporting those with disabilities, and the services and supports needed to ensure opportunities for all people with disabilities.
This document provides an overview of various disabilities, disorders, and syndromes that can impact learning. It defines key terms like disability, disorder, and syndrome. It then describes several categories of conditions - learning disabilities, speech disabilities, reading disabilities, writing disabilities, mathematics disabilities, physical disabilities, and disorders like ADHD, autism, Tourette's syndrome. For each one, it briefly outlines what they are, their impact on learning or brain development, and examples of specific disabilities or disorders that fall under that category. The document concludes with a list of resources for further information.
This document discusses special education for exceptional children. It defines key terms like exceptional, handicap, and disability. Exceptional children can be classified into nine groups including mental retardation, learning disabilities, and giftedness. Nearly 4.2 million children in the US received special education services during the 1980-1981 school year. Play is important for children's learning, development of skills, and emotional well-being. The objectives of taking education beyond the classroom are to expose children to the world, paint a picture of their future, and educate them through experiential learning. Building character and integrity in children is emphasized so they can become leaders tomorrow.
This document summarizes an advanced seminar on educating individuals with severe disabilities. It discusses definitions of disabilities, characteristics of individuals with severe disabilities, legislation and litigation that led to civil rights protections, components of effective educational programs, and models of service delivery. The agenda includes defining the population, discussing characteristics, rights, program standards, and effective program models.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education
- Characteristics and expectations of the social role of a student
- Statistics on post-secondary enrollment and degree completion rates
- Assessing and supporting students with learning disabilities
- Traditional methods of assessing learning disabilities through standardized tests
The overall message is that success in post-secondary education requires understanding one's social role as a student and making informed choices about one's education and commitment to learning.
This document discusses starting a disability ministry in a church. It begins by citing a Bible verse calling Christians to welcome all people, including those who are poor, crippled, blind, or lame. It then provides statistics on the prevalence of various disabilities in the US population to raise awareness of the size of the potential ministry. Reasons for starting a disability ministry include meeting the spiritual needs of those with disabilities and their families, as most people with disabilities do not currently attend church. The document discusses various types of disabilities and provides guidance on including and accommodating people with those disabilities in church and Christian education settings. It aims to help churches become more welcoming and accessible to all people, including those with disabilities.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics and behaviors of successful students versus unsuccessful ones.
- Various social roles students take on and how roles can conflict.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics of successful students and how they differ from unsuccessful students.
- Various social roles students take on and how roles can conflict.
The document discusses children with diverse learning needs and disabilities. It defines special needs and explains how the term is used differently in various countries. Special needs can include disabilities like autism, Down syndrome, dyslexia, blindness, and more. The document outlines various types of communication, intellectual, behavioral, physical, and multiple disabilities. It provides statistics on disabilities in Pakistan and discusses barriers faced by those with disabilities. Responsibility for children with disabilities is said to include parents, family, professionals, teachers, medical personnel, government, employers, social workers, psychologists, and society overall.
Group Draft Multiple Disabilities Presentationkw1213
The document discusses terminology, definitions, prevalence, causes, identification and assessment, characteristics, and educational considerations for students with severe disabilities including severe intellectual disabilities, multiple disabilities, deaf-blindness, physical disabilities such as orthopedic impairments and other health impairments, and traumatic brain injury. It provides definitions from IDEA and discusses the complex nature of identifying and assessing students with multiple, co-occurring disabilities that affect cognitive, physical, sensory, and behavioral functioning.
The document provides information about teaching students with special needs. It begins by outlining the objectives of identifying 12 types of learners with exceptionalities, defining laws related to students with disabilities, and understanding how to teach special needs students. It then defines and provides characteristics and classifications of various disabilities and exceptionalities including learning disabilities, emotional disabilities, physical disabilities, speech/language disabilities, severe/multiple disabilities, visual impairments, hearing loss, and giftedness. The document aims to inform teachers on identifying and teaching students with diverse learning needs.
Specific learning disabilities are seen in up to 15% children in schooling age. They are associated with significant academic decline and lead to major impact on the child's mental health and quality of life.
Dyslexia is a learning disability that causes difficulties with reading, writing, and spelling. It is caused by problems in how the brain processes language and is often inherited. People with dyslexia have strengths in other areas like art, creativity, problem solving, and entrepreneurship. With proper support like specialized teaching methods, dyslexic students can learn strategies to overcome their challenges and succeed academically.
Outreach Support Service Zayed Higher Organisation Bfe Mena 2011espie77
This document discusses the ZHO Outreach Support Services which aim to promote inclusion in education, the community, and the workplace for individuals with special needs. The services provide additional support through various specialist teams to children, young people, adults, parents, teachers, and employers. Staff structures are divided into 3 regional divisions with specialists in areas like assessment, cognition and learning, physical therapy, and more. The services interact with schools, vocational support, community programs, and more, with the goal of supporting individuals along their pathway through different environments.
This document provides an overview of a final project for an SPED 410 course. It outlines the roles of three students - Phoenix Chen who discusses autism recommendations, David Valtierra who discusses visual impairments and inclusion, and Madihah Sharif who discusses emotional/behavioral disabilities. It also provides demographic information about the high school being discussed. Each section provides academic, social, and behavioral recommendations for the specific disabilities addressed based on research sources. The conclusion emphasizes the importance of collaboration between teachers and utilizing planning time effectively.
Mentor Conclave 2015 - Learning in Action - Dr. Smitha Desai - Special Educat...LXL Ideas
This document discusses inclusion of persons with disabilities in education. It begins by defining key terms like segregation, integration and inclusion. It then discusses international conventions and national laws in India that promote inclusive education. Barriers to inclusion like medical models of disability and societal mindsets are identified. The document outlines processes for identifying students' special education needs, developing individualized plans and providing interventions. Challenges in implementing inclusion like links between disability and poverty are also highlighted. Overall, the document advocates for inclusive practices in education to overcome exclusion of persons with disabilities.
Stress can often lead to depression and anxiety in students. Studies show that 7% of men and 14% of women in their first year of post-secondary education meet the criteria for major depressive disorder, while 13% of men and 19% of women meet the criteria for a major anxiety disorder. Mindfulness techniques like body scanning, focused breathing, and observing thoughts non-judgmentally can help reduce rumination and improve mood by cultivating present-moment awareness of one's self, body, and environment. Regular mindfulness practice involves paying close attention to bodily sensations, sounds, and thoughts in a calm, accepting manner.
This document discusses the social role of university students and successful characteristics. It defines a social role as a pattern of expected behaviors, responsibilities, expectations, and privileges. The social role of a student involves behaviors like doing work, and responsibilities such as studying, completing assignments, and attending class. Successful student characteristics include being motivated, articulate, and well-spoken. The document also discusses role communicators that shape expected behaviors and how roles can conflict.
This document provides an overview of understanding learning disabilities. It introduces the topic for day one of a training program. The objectives are to define learning disability, identify facts about it, examine early signs, identify common signs and symptoms, discuss how it is diagnosed, describe different types, discuss associated conditions, and consider issues related to learning disability, mental health, ethnicity and age. [/SUMMARY]
Disability Categories & the IEP Process - MTSS Presentation.pdfEmilyBond19
This document provides information about disability categories under the Individuals with Disabilities Education Act (IDEA) and supporting students with Individualized Education Programs (IEPs). It defines 13 disability categories, provides examples and characteristics of each category, and shows how many students fall under each category by grade level. It also explains where teachers can find student IEP and other information in the ECATS online system.
The document discusses the history of views and treatment of people with disabilities, from widespread discrimination to a new era of inclusion and support due to legislation like the Americans with Disabilities Act. It also examines approaches to describing human differences, the roles of professionals in supporting those with disabilities, and the services and supports needed to ensure opportunities for all people with disabilities.
This document provides an overview of various disabilities, disorders, and syndromes that can impact learning. It defines key terms like disability, disorder, and syndrome. It then describes several categories of conditions - learning disabilities, speech disabilities, reading disabilities, writing disabilities, mathematics disabilities, physical disabilities, and disorders like ADHD, autism, Tourette's syndrome. For each one, it briefly outlines what they are, their impact on learning or brain development, and examples of specific disabilities or disorders that fall under that category. The document concludes with a list of resources for further information.
This document discusses special education for exceptional children. It defines key terms like exceptional, handicap, and disability. Exceptional children can be classified into nine groups including mental retardation, learning disabilities, and giftedness. Nearly 4.2 million children in the US received special education services during the 1980-1981 school year. Play is important for children's learning, development of skills, and emotional well-being. The objectives of taking education beyond the classroom are to expose children to the world, paint a picture of their future, and educate them through experiential learning. Building character and integrity in children is emphasized so they can become leaders tomorrow.
This document summarizes an advanced seminar on educating individuals with severe disabilities. It discusses definitions of disabilities, characteristics of individuals with severe disabilities, legislation and litigation that led to civil rights protections, components of effective educational programs, and models of service delivery. The agenda includes defining the population, discussing characteristics, rights, program standards, and effective program models.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education
- Characteristics and expectations of the social role of a student
- Statistics on post-secondary enrollment and degree completion rates
- Assessing and supporting students with learning disabilities
- Traditional methods of assessing learning disabilities through standardized tests
The overall message is that success in post-secondary education requires understanding one's social role as a student and making informed choices about one's education and commitment to learning.
This document discusses starting a disability ministry in a church. It begins by citing a Bible verse calling Christians to welcome all people, including those who are poor, crippled, blind, or lame. It then provides statistics on the prevalence of various disabilities in the US population to raise awareness of the size of the potential ministry. Reasons for starting a disability ministry include meeting the spiritual needs of those with disabilities and their families, as most people with disabilities do not currently attend church. The document discusses various types of disabilities and provides guidance on including and accommodating people with those disabilities in church and Christian education settings. It aims to help churches become more welcoming and accessible to all people, including those with disabilities.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics and behaviors of successful students versus unsuccessful ones.
- Various social roles students take on and how roles can conflict.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics of successful students and how they differ from unsuccessful students.
- Various social roles students take on and how roles can conflict.
The document discusses children with diverse learning needs and disabilities. It defines special needs and explains how the term is used differently in various countries. Special needs can include disabilities like autism, Down syndrome, dyslexia, blindness, and more. The document outlines various types of communication, intellectual, behavioral, physical, and multiple disabilities. It provides statistics on disabilities in Pakistan and discusses barriers faced by those with disabilities. Responsibility for children with disabilities is said to include parents, family, professionals, teachers, medical personnel, government, employers, social workers, psychologists, and society overall.
Group Draft Multiple Disabilities Presentationkw1213
The document discusses terminology, definitions, prevalence, causes, identification and assessment, characteristics, and educational considerations for students with severe disabilities including severe intellectual disabilities, multiple disabilities, deaf-blindness, physical disabilities such as orthopedic impairments and other health impairments, and traumatic brain injury. It provides definitions from IDEA and discusses the complex nature of identifying and assessing students with multiple, co-occurring disabilities that affect cognitive, physical, sensory, and behavioral functioning.
The document provides information about teaching students with special needs. It begins by outlining the objectives of identifying 12 types of learners with exceptionalities, defining laws related to students with disabilities, and understanding how to teach special needs students. It then defines and provides characteristics and classifications of various disabilities and exceptionalities including learning disabilities, emotional disabilities, physical disabilities, speech/language disabilities, severe/multiple disabilities, visual impairments, hearing loss, and giftedness. The document aims to inform teachers on identifying and teaching students with diverse learning needs.
Specific learning disabilities are seen in up to 15% children in schooling age. They are associated with significant academic decline and lead to major impact on the child's mental health and quality of life.
Dyslexia is a learning disability that causes difficulties with reading, writing, and spelling. It is caused by problems in how the brain processes language and is often inherited. People with dyslexia have strengths in other areas like art, creativity, problem solving, and entrepreneurship. With proper support like specialized teaching methods, dyslexic students can learn strategies to overcome their challenges and succeed academically.
Outreach Support Service Zayed Higher Organisation Bfe Mena 2011espie77
This document discusses the ZHO Outreach Support Services which aim to promote inclusion in education, the community, and the workplace for individuals with special needs. The services provide additional support through various specialist teams to children, young people, adults, parents, teachers, and employers. Staff structures are divided into 3 regional divisions with specialists in areas like assessment, cognition and learning, physical therapy, and more. The services interact with schools, vocational support, community programs, and more, with the goal of supporting individuals along their pathway through different environments.
This document provides an overview of a final project for an SPED 410 course. It outlines the roles of three students - Phoenix Chen who discusses autism recommendations, David Valtierra who discusses visual impairments and inclusion, and Madihah Sharif who discusses emotional/behavioral disabilities. It also provides demographic information about the high school being discussed. Each section provides academic, social, and behavioral recommendations for the specific disabilities addressed based on research sources. The conclusion emphasizes the importance of collaboration between teachers and utilizing planning time effectively.
Mentor Conclave 2015 - Learning in Action - Dr. Smitha Desai - Special Educat...LXL Ideas
This document discusses inclusion of persons with disabilities in education. It begins by defining key terms like segregation, integration and inclusion. It then discusses international conventions and national laws in India that promote inclusive education. Barriers to inclusion like medical models of disability and societal mindsets are identified. The document outlines processes for identifying students' special education needs, developing individualized plans and providing interventions. Challenges in implementing inclusion like links between disability and poverty are also highlighted. Overall, the document advocates for inclusive practices in education to overcome exclusion of persons with disabilities.
Stress can often lead to depression and anxiety in students. Studies show that 7% of men and 14% of women in their first year of post-secondary education meet the criteria for major depressive disorder, while 13% of men and 19% of women meet the criteria for a major anxiety disorder. Mindfulness techniques like body scanning, focused breathing, and observing thoughts non-judgmentally can help reduce rumination and improve mood by cultivating present-moment awareness of one's self, body, and environment. Regular mindfulness practice involves paying close attention to bodily sensations, sounds, and thoughts in a calm, accepting manner.
This document discusses the social role of university students and successful characteristics. It defines a social role as a pattern of expected behaviors, responsibilities, expectations, and privileges. The social role of a student involves behaviors like doing work, and responsibilities such as studying, completing assignments, and attending class. Successful student characteristics include being motivated, articulate, and well-spoken. The document also discusses role communicators that shape expected behaviors and how roles can conflict.
The document discusses "The Death of the Author" theory proposed by Roland Barthes. It argues that an author's individual identity or intentions should not be considered in interpreting a text. A text is composed of multiple voices and citations from culture, with meaning emerging from the reader rather than being imposed by an author. By removing the focus on the author, literary analysis is freed from attempting to find a single or fixed meaning, instead allowing for new interpretations over time. The death of the author thus decentralizes meaning and is a revolutionary act against authority.
Exercise relieves stress by releasing endorphins, increasing blood flow, and allowing meditation while in motion which can help increase sleep. The document recommends finding an enjoyable exercise like activities in the video link provided. Choosing an activity you enjoy makes it more likely you will stick with a stress-reducing exercise routine.
The document discusses the importance of developing a strong thesis statement. It provides guidance on what makes a good thesis and how to fix weaknesses. A strong thesis makes a clear claim, avoids obvious truths, complicates conventional wisdom, and is specific rather than broad. It should guide the structure of the paper by requiring the writer to prove or explore the thesis. Examples are used to demonstrate weak theses and potential improvements.
The document provides guidance on developing effective time management skills through identifying personal values and goals, prioritizing tasks, creating schedules, avoiding procrastination, and maintaining routines. It emphasizes the importance of self-management over rigid time management, experimenting to find what works best personally, and allowing flexibility for unexpected events. The recommendations include setting reasonable goals, breaking large tasks into smaller steps, rewarding accomplishments, and focusing on progress rather than perfection.
The document outlines the differences between scholarly and non-scholarly articles, noting that scholarly articles are intended to share primary research results with other scholars, go through peer review, have a formal academic style, and include references, while non-scholarly articles aim to inform the general public in a casual style without peer review or references. It also provides examples of scholarly and non-scholarly publications and outlines the parts of a typical scholarly research article and peer review process.
The document discusses the fundamentals of university-level writing. It explains that university writing is more complex than the basic "hamburger" format taught in high school. The document outlines the components of a university-level essay, including an introduction with contextualizing information and a thesis, multiple body paragraphs with arguments and evidence, and a conclusion. It also discusses developing and refining a thesis through querying, mustering evidence, and seeking complicating evidence.
This document provides information about stress management. It begins with an agenda that outlines discussing what stress is and symptoms of stress. It then includes a stress quiz where participants rate statements about lifestyle habits and stress levels. The document discusses interpreting stress quiz scores and areas of life that stress can impact like the mind, body, and behavior. Participants are prompted to identify their own stressors and how stress affects them. The goal is for readers to understand what stress is and how it can impact health in order to better manage stress.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
3. Agenda
9:00am Welcome
9:10am The Role of Self-Advocacy in Transition
10:00am Break
10:45am Academic Readiness Skills
11:15am Transitional Issues and Accommodations
11:45am How Much Do You Know Already?
12:00pm LUNCH
1:00 pm Panel Discussion
2:00 pm Role of Parents – Parents as Coach
3:00pm End of Day Wrap-Up
4. 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.
4
5. 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?
5
6. 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]
6
8. 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?
8
9. 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?
9
What did final grades look like?
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 growth
and for the fulfillment of the destiny associated with
you .
May the ancestors continue to stay by your side.
Malidonma Some 10
11. 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
11
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. The number of students with “Invisible” disabilities has
increased over the past 5 years
Number 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. 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
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. 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.
16
27. 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.
27
28. Student Success vs Degree
Completion
Student Success Degree Completion
Education is: Education is the same as
credentialism or the
learning
degree/piece of paper at
the end of your time at
Knowledge university
The point is the piece of
Understanding paper not the process.
28
29. Student Success vs Degree
Completion
Student Success Degree Completion
Faculty are Faculty are service
educators providers.
- They are content
experts and are You pay your fees –
sharing their they give you grades.
knowledge with
you.
29
30. Student Success vs Degree
Completion
Student Success Degree Completion
Students are engaged Student is disengaged as there
in the classroom – they is no requirement to be
engaged
attends,
participate, – misses class,
talk about material limited participation,
covered in classand talks more about grades than
assignments in an about what is learn.
integrated way.
30
31. Student Success vs Degree
Completion
Student Success Degree Completion
Students are engaged Student is disengaged- attends
outside the classroom – class and leaves.
talk to faculty,
participates in opportunities Student does not problem solve
for additional learning, or time mange to include
Is involved in campus campus and work/family
activities. activities .
31
32. Student Success vs Degree
Completion
Student Success Degree Completion
Knows responsibility
for completion of The student can be combative
about grades and faculty
reading and meeting expectations instead of learning
deadlines. from them.
- Argues about grades receives
– expects extensions and for
missed material to be given to
them
32
33. Student Success vs Degree
Completion
Student Success Degree Completion
Focus on self- Focus on self-esteem.
efficacy.
- All about wanting
-Being independent TAs and Faculty to tell
-Is able to gauge them how well they
their success are doing and lots of
feedback expected 33
34. Student Success vs Degree
Completion
Student Success Degree Completion
Independent problem- Continue to look for
intervention from parents or
solving. service providers.
Knows assistance is
available and accesses Expect service providers to “do”
to learn how to instead of “teach and do”.
problem –solve.
34
35. Key to Student Success
Self- advocacy skills are
paramount.
35
36. 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.
36
37. 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 37
38. 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
41. 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 41
own time table, study at an advanced level
42. 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%
43. 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
43
44. Social Role of Instructors
To give out information
Not necessarily “to teach”
Other responsibilities
Not on campus 24hrs/day
Are not always immediately accessible
44
45.
46.
47.
48.
49.
50.
51. Role of Self- Advocacy – In 2 Parts
Advocacy is now student-based
PART 1
The development of specific skills and understandings
that enable children and adults
to explain their specific learning disabilities to
others…...
51
52. 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
53. Students – Understanding Their Learning
Disability
Terminology “I am not a fast reader and I
don’t always understand
when I read.”
Identify the
Difference “I understand when I read - I
have some difficulty with
between….. processing text so it just
takes me longer therefore to
read in general. ”
53
54. 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
54
55. 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 55
- Role of the advisor
56. 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…...
56
57. Part 2
….and to cope positively with the
attitudes/responses of
peers,
parents,
teachers,
employers.
57
58. 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 58
60. 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
60
61. 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
61
62. Disclosure at York – to Peers
Explaining “absence” during the
test/exam.
62
63. Academic Readiness Skills
These include:
The obvious:
Reading Writing
The Less obvious:
Note-taking Test-taking
Equally Important: Knowing the system
63
64. 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
65. 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. 65
66. 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
66
67. 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
67
68. 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
68
69. 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
69
70. 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
70
71. Transitional Issues in Mathematics
Mathematical concepts appear in non-math courses
Required Math courses are specified with little room for changes
71
72. 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
72
73. 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%...
73
Let’s Look at 5 courses – and use 3 hours…..
75. 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
76. 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
77. 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
77
78. 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
78
79. 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.
79
80. 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.
80
81. 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.
81
82. 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
82
83. 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
83
84. 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
84
85. Possible Accommodations – In Class
? Note-taker ?
?extensions on papers?
Seating near the front
Tape recording lectures – requires permission
85
86. 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)
86
87. Possible Accommodations
Self-Help spelling Aids
Spelling Checked by Proctor
Use 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
87
88. Modifying Accommodations
Change in time allowed
Change in actual supports used
The demands of specific courses and levels of
studies might require different supports
88
89. 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
89
91. 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
91
92. 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
92
93. Cost of Supports
Tutoring – 25-35$/hour and up
Note-taking
Scribing
Hardware and software – software can range from $90 - $1500
(see quotes package)
93
94. 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.
94
127. 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.
127
128. Coaching in Post-Secondary Context
“Coaching is fundamentally Role of Teacher as “teller”
about facilitating change
that will lead to desired Student is more independent
results:
facilitating movement from a Student waits for instructions
current state
to a more desirable future Student is proactive and
state. completely manages their
learning 128
131. 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? 131
132. 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 132
133. “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”
133
134. 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
134
135. 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
135
136. Coaching for Self- Advocacy
Reminder: Transition is a PROCESS
Transition 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
136
Type of campus might be as important as type of courses
137. 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. 137
138. 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.
138
139. 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.
139
140. 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
140
141. 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
141
ADHD = 7% LD = 37% Psychiatric = 17% ABI = 1% The rest = 37%
That you may have other skills in mind, these are just the tip of the ice berg and are also skills that seem to foster development.
You will always understand more about an assigned reading if you are actively involved in the reading process. For some students, this may be as simple as reading aloud to themselves and summarizing after each section (e.g., what do I know about the topic after having read this portion of the chapter?). SQ3R Survey - skim and scan the introduction, headings, sub-headings, topic sentences, summary etc. to get an overview of the reading task. Question - turn headings into questions to direct your reading and thinking read - Search for answers to your questions and select main ideas. Recite - Make sure you can recite key ideas and important details. Review - Review the ideas that you have read so you can continue to think about them.
Get Ready to Write - generate and refine your original ideas, think about your audience and the purpose of the assignment, research your topic, outline the paper, narrow your research. Writing the First Draft - recognize that you will write more than one version of the same paper
As a learning skill, Mathematics teaches problem-solving which can be used in courses other than Math. The temptation to avoid Math should be resisted if possible, since abandoning it completely can severely limit options at university and subsequent career choices.
The academic year leaves no time for procrastination or disorganization.