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