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Centre for Students with Disabilities. 0. Evaluating Postsecondary Supports For Ontario Students With Learning Disabilities , Higher Education Quality Council of Ontario. Centre for Students with Disabilities.

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slide1

Centre for Students with Disabilities

0

  • Evaluating Postsecondary Supports For Ontario Students With Learning Disabilities , Higher Education Quality Council of Ontario
evaluating postsecondary supports for ontario students with learning disabilities heqco

Centre for Students with Disabilities

Evaluating Postsecondary Supports For Ontario Students With Learning Disabilities , HEQCO
  • Outline
  • Review reference and access to study
  • Outline research purpose, method and key findings
  • Describe Summer Transition program
  • Model of use of service
  • Highlighted recommendation
  • Discussion how to start a STP
evaluating postsecondary supports for ontario students with learning disabilities heqco1

Centre for Students with Disabilities

Evaluating Postsecondary Supports For Ontario Students With Learning Disabilities , HEQCO
  • The purpose of this study was to evaluate the educational quality of the existing student service programs designed to ensure PSE access for students with LD and/or ADHD, who are an under-represented and at-risk population at a Ontario College and University.
  • Full Report: Released April 16, 2012 via the Web: www.heqco.ca
  • http://heqco.ca/SiteCollectionDocuments/EvaluatingPSESupportsForStudentsWithLearningDisabilities.pdf
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Centre for Students with Disabilities

Why services for Student with LD in PSE?

  • Fewer students with LD attend PSE and are less likely to be retained until graduation compared with their peers without disabilities. (Gregg, 2007; Horn & Berktold, 1999; Newman, , Wagner, Cameto, &. Knokey, 2009)
  • Postsecondary completion has been found to have an equalizing effect on employment outcomes for persons with LD. (Madaus, 2006)
  • Persons with disabilities account for an estimated 10 per cent of the postsecondary population, and approximately half of this population are persons with LD (Henderson, 2001; LOTF, 2002; Murray, Goldstein, Nourse & Edgar, 2000).
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Centre for Students with Disabilities

History Of LD and PSE Ontario

  • 1997, $30 million Learning Opportunities Task Force (LOTF),under the
  • leadership of Dr. Bette Stephenson
  • 1998-2002 --Eight pilot projects are chosen at 13 institutions, which are intensely research focused and outcome driven in terms of documentation
  • 2002- LOTF report and recommendations
  • 2002- Learning strategist and Assistive Technologists hired across province
  • 2003- Durham College and UOIT first summer transition program(pilot institution)
  • 2004- The Transitions Longitudinal Study began , completed in 2011
  • 2006 – provincial funding for Transition programs
  • 2008 - HEQCO research project
research design and purpose

Centre for Students with Disabilities

Research Design and Purpose

Research Design

Research Question

College and University difference Do the

STP and/or enhanced services for LD and/or ADHD students positively affect their academic performance as well as their engagement and retention rates?

Did successful students with LD and/or ADHD report enhanced institutional engagement, and more proactive behaviours in seeking supports, than unsuccessful students?

Did any specific intervention or instructional component correlate positively with students’ experiences or outcomes?

Did students who created a web page (student homepage) report experiencing any differences in their engagement with

professors?

  • Qualitative and quantitative
  • Research was conducted over 2 and a half years
  • Study conducted on a shared campus environment at Durham College and the University of Ontario Institute of Technology (UOIT).
  • 151 students participated /117 interviewed or focus Group
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Centre for Students with Disabilities

Key findings that we learned

registration vs use of service

Centre for Students with Disabilities

Registration VS USE of Service

Registration

Barriers to engagement

Documentation/assessment

Willingness to seek service willingness to disclose to professor

fear of discrimination from peers or professors; all of these influence students’ willingness to use

service and disclose – what service? .

  • Registration with the Disability Centre does not imply that students seek accommodations, disclose to professors or use services.
  • The related factors that may encourage registration are parental cohesion

(Tsagris, 2010)

are your barriers similar

Centre for Students with Disabilities

Are your barriers similar?
  • Experienced Barriers:
    • Intake and documentation, assessments
    • These barrier were increased for students not transitioning directly from high school. ie from workplace or alternative high school programs

What are the intake barriers experience at other institutions?

Is the assessment issue reliant in your province?

summer transition program

Centre for Students with Disabilities

Summer Transition Program
  • College and university students with LD and/or AD/HD share similar benefits from STP.
  • The study’s findings demonstrate that the STP improves the quality of students’ transition to PSE by first facilitating an earlier intake requirement and then helping students acquire psychoeducational assessments.
  • STP students complete this process before the academic year begins in September.
additional effort and time

Centre for Students with Disabilities

Additional effort and time
  • Students attending both kinds of institutions reported that their disabilities increased their academic demands.- time management and organization
  • They need to make additional effort and time commitments, as well as making additional use of supports and accommodations to help compensate and accommodate these disability-related challenges.
  • Upton and Harper (2002) surveyed 937 students with LD and ADHD and documented how they had to work harder and spend more time to fulfill the same expectations as their non-disabled peers, despite their equal cognitive ability.
  • DuPaul (2006) reported that students with ADHD described experiencing more academic problems than students without the disorder and they had less adaptive academic coping behaviour.
self determination1

Centre for Students with Disabilities

Self-Determination

http://www.youtube.com/watch?v=8wPxq-NOZjg

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Centre for Students with Disabilities

Summer Program Plus Service

  • For STP students with enhanced services increase academic positive outcomes
  • academically successful, their services use decreases on average across semesters.
  • Conversely, for STP students who are categorized as academically unsuccessful, their enhanced services use increases on average across semesters.
  • This pattern is not seen among NSTP participants.
  • Attending the STP Lowers Barriers
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Centre for Students with Disabilities

Student Homepage : Integrating Technology and Content

slide18

Centre for Students with Disabilities

What is a ‘studentHompage ’?

  • A Student Homepage is electronic file – designed by students to share information with their professors
  • Why use a student Profile?
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Centre for Students with Disabilities

Why a Student Homepage ?

  • Engagement Tool: technology generation
  • Instructional method: assistive technology and disability awareness
  • Communication method: as a self- advocacy tool between students/faculty
  • Training method: used for faculty
  • Laptop Institution: integration with curriculum
  • Homepage improved motivation/interest
motivation and perseverance

Centre for Students with Disabilities

Motivation and Perseverance
  • An overarching trend in both college and university students’ stories was their determination to achieve their goals regardless of the time or effort required.
  • Their persistence is evident instatements such as the following:

“I’m going to keep going until there’s no other way [but] that I have to drop out, until I’ve failed every single course. Otherwise, I’m going to stay in, and I’m going to do my best”(Ernesto: University, NSTP).

previous attempts

Centre for Students with Disabilities

Previous Attempts
  • For many participants with LD and/or ADHD, their academic journeys often included multiple attempts at PSE; 42.4 per cent of college students and 23.1 per cent of university students had made a previous PSE attempt.
  • “Future Research” Particular attention should be paid to issues related to academic performance, retention, delayed entry to PSE, prolonged time to complete programs and multiple PSE attempts.
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Centre for Students with Disabilities

Best Practices: Articulation

  • A substantial portion of our college cohort stated that they planned to complete college and then attend university.
  • This approach, which helped compensate for their disability, was sometimes a formally arranged bridge program, sometimes a student’s own plan.
  • This “stepping stone” approach was a method used by participants to ensure success by pursuing their education in increments.
comparison of college and university

Centre for Students with Disabilities

Comparison of College and University
  • University students more frequently reported an experiencing of professor resistance when requesting accommodations compared with college sample
  • College and university student expressed how neutral professor made them uncomfortable and viewed them as a lack of interest or not caring- (findings similar to Skinner, 2010)
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Centre for Students with Disabilities

Areas For Growth

  • Lobby regarding Assessment issues
  • Share with professors importance of their response in enhancing service use and overall disability acceptance
  • Colleges and universities must plan to support LD and/or ADHD students who are not transitioning from high school and those who make multiple attempts at postsecondary education
  • Developing a Transition program at your institution?
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Centre for Students with Disabilities

Starting your own STP

  • Start small
  • Get other departments and team members involved
  • Chart a small Fee
  • Use the report to get administrative support
  • Request curriculum materials from form colleges and universities and use what you do one on one with students already
references

Centre for Students with Disabilities

References

Gregg, N. (2007). Underserved and unprepared: Postsecondary learning disabilities. Learning Disabilities Research & Practice, 22(4), 219–228. doi: 10.1111/j.1540-5826.2007.00250.x

Henderson, C. (2001). College Freshmen with Disabilities, 2001: Biennial Statistical Profile. Washington, DC: American Council on Education, HEATH Resource Center.

Horn, L., & Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. Washington, DC: U.S. National Center for Education Statistics.

Madaus, J. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly, 29(1), 19–31

Murray, C., Goldstein, D., Nourse, S., & Edgar, E. (2000). The Postsecondary School Attendance and Completion Rates of High School Graduates with Learning Disabilities. Learning Disabilities Research, 15(3), 119–127.

Newman, L., Wagner, M., Cameto, R., Knokey, A.-M. (2009). The Post-High School Outcomes of Youth With Disabilities up to 4 Years After High School. A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2009-3017). Menlo Park, CA: SRI International.

Nichols, E., Harrison, A., McCloskey, L., & Weintraub, L. (2002). Learning Opportunities Task Force, 1997 to 2002: Final Report. Toronto, ON

Tsagris, D . ( 2010) . Tsagris, D. (2010). Exploring the use of an internal student homepage for students with learning disabilities in a postsecondary web community. Unpublished doctoral thesis. University of Calgary, Alberta.

Tsagris, D., Muirhead, B. (2012). Evaluating Postsecondary Supports for Ontario Students with Learning Disabilities. Toronto: Higher Education Quality Council of Ontario.

slide27

Centre for Students with Disabilities

Deborah Tsagris EdD

Disability Counsellor

Centre for Students with Disabilities

Durham College and University of Ontario Institute of Technology

T: 905-721-2000   ext. 2006

E: deborah.tsagris@dc-uoit.ca

Bill Muirhead PhD

Associate Provost Academic and Information Technology

University of Ontario Institute of Technology

T: 905-721-3163

E: bill.muirhead@uoit.ca