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Chris Carew December 1, 2005. Presentation. “Meeting the Needs of Students with LD: Transitioning from Secondary to Post Secondary and Beyond”. Agenda. LDAO? LDAO Projects LDAO Web Resources Transitioning: What’s important? Questions. LDAO – A provincial association. projects.
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Chris Carew December 1, 2005
Presentation “Meeting the Needs of Students with LD: Transitioning from Secondary to Post Secondary and Beyond”
Agenda • LDAO? • LDAO Projects • LDAO Web Resources • Transitioning: What’s important? • Questions
LDAO – A provincial association projects LDAO is a provincial association with 21 chapters throughout Ontario. Ontario’s national body is LDAC located in Ottawa.
Mission Statement “to provide leadership in advocacy, research, education, & services and to advance the participation of children, youth and adults with LD in today’s society”
Mission Statement [2] • We value promoting positive change through: • Innovation • Strategic partnerships • Credible advocacy • Informed public policy • Products/services
Youth Campaign projects LDAO is almost halfway through a two-year campaign to encourage youth with LD to stay in school. Many of the products and supports that we are developing can be found on the ACCESS site.
The Access Site projects The ACCESS website provides password-protected information and community building opportunities to individuals with LDs, professionals and parents.
Access Youth projects The new Access Youth site is being designed to support youth with LDs with school, social issues and employment.
The Web Based Teaching Tool projects screening and/or tracking flagging The WBTT program is based on The Dynamic Screening and Intervention Model used by teachers throughout the year to flag and support at risk students. intervention
The Web Based Teaching Tool projects The WBTT site has been redesigned to be more user-friendly and includes many new features. WBTT is funded by the Ministry of Education.
Some Assembly Required projects SoAR is a series of three workbooks for students of middle school age that explore learning and LDs, study skills, self-advocacy and future-planning. A teacher’s manual is also available.
SoAR en Français projects SoAR has been translated into French and will soon be available for sale!
SoAR High School projects SoAR HS, a graphical guide to LDs geared to High School students, is nearing completion.
Job Fit projects Job Fit is a facilitated series for adults with LD. Book 1 helps individuals explore their own LDs and their potential impact on their employment prospects. Book 2 helps refine this understanding, and individual work preferences and style.
Employment Brochure projects The Employment Brochure is for employers to help them support current and future employees with LDs.
Library Resource Project projects The library resource project will increase the number of books, videos and journals available to our chapters and the public - and allow online searching of our catalogue.
Transitioning Transition Planning Resource Guide for Students with Learning Disabilities Available on LDAO website
Successful Transitioning • identifies needs • recognized strengths • interests & preferences • short/long-term goals • experiences, academics • involvement in community
Transition Team • Consider the whole student • Qualified Spec Ed teacher • Transition co-ordinator in place • Inclusion of the student – helps introduce self-advocacy skills • Goals, actions, timelines • Evaluation process – outcomes based on student’s own realistic goals
School Board Level • Mandated • Learning Strategies courses • courses exploring career choices • IEP includes AT Plan • resources; personnel/funding • written accommodation plan – self advocacy • Stakeholders aware of transition plan
Changes in Student Environment • Contact decreases • Individualized instruction reduced • Reduced role for parent/supports • Greater expectations for student; • self-motivated/resilient • greater independence • able to self-advocate for accom. • apply coping strategies indep. • cope with disclosure challenges
Essential Components of TP • Academic preparation; • Personal skills development; and • Specific preparation for destination
Successful Transitioning • Understand their LD; potential and actual impact on learning &work • Positive self-image; • Develop positive personal qualities • Realistic and realizable goals; • Social skills & pro-social behaviour • Effective studying • Needed skill areas; accommod. • Portfolio – relevant/past work
Successful Transitioning [2] • Know rights/responsibilities as LD student, potential worker & citizen • Prepare for and practice disclosure • Learn how to select appropriate postsecondary destination options • Knowledge to access resources; funding, accommodations, services
Successful Transitioning [3] • Seek out a learning environment; supportive and allows demonstration of competencies • Willing to commit to life-long learning • Willing to work hard to achieve goals
Accommodations • Access to assistive technology • Extra time for time-related tasks • Alternative format i.e. exams/tasks • Access to; • scribe, reader, note taker • preview of assignments • alternative/reduced reading lists • tutoring, remedial programming
Accommodations [2] • Access to special courses • Diagnostic assessments • Counseling, advocacy support • Reduced work load • Longer period for completion
Special Needs Policy Post secondary institutions are urged to create and utilize a special needs policy – one that is widely known and accepted by students and faculty.
Employment Issues • Employability • Job Readiness • Essential Job Duties • Social Skills Employable to Employed; training, support, accommodation
Disclosure: Is it the right thing? • Advantages • Disadvantages • Issues to consider
Advantages of Disclosure • Honesty. Peace of mind • Allows institution to make individual considerations • Consideration through institution’s affirmative action and equity program • May allow acceptance to program with limited enrolment • IEP, I.PR.C., student profile may be considered
