1. Project ADVANCE
Monday, August 20th, 2012
Welcome!

2. Introductions
Welcome and
CONGRATUATIONS!
2

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

7. Time for Some Work…. Handout
7

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

12. Most Importantly
YOU ARE NOT ALONE
(Students or Parents)
12

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

18. 18

19. 19

20. 20

21. 21

22. 22

23. 23

24. 24

25. 25

26. 26

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

39. Structure of High School
39

40. Structure of Post Secondary
40

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

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

59. BREAK
59

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…..

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

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

90. Academic Accommodations – Class
(Less Accessed)
Audio tape lectures
Audio tape tutorials
Interpreter – classroom
Reader – classroom
Note-taker – classroom
Taped texts
90

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

95. Questions?
95

98. 98

99. 99

100. 100

101. 101

102. 102

103. 103

104. 104

105. 105

106. 106

107. 107

108. 108

109. 109

110. 110

111. 111

112. 112

113. 113

114. 114

115. 115

116. 116

117. 117

118. 118

119. 119

120. 120

121. 121

122. 122

123. 123

124. LUNCH !!
124

125. Parent as Coach

126. Current Role
126

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

129. New Flow
129

130. New Flow
130

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

142. Questions
142