In my province, because LD is based on the discrepancy model,  
students who are doing well, are supported both in school and in  
university through such mechanisms as providing more time to complete  
tests, taking tests orally. While I don't have statistics,  it seems  
that if LD students reach university they do well. The expectation is  
that they are as intelligent as the next student, they only need an  
accommodation to  help them demonstrate the knowledge they have.

The bottleneck seems to be in the school system, when strategies,  
programs, plans, are not available to unlock the potential students  
have and they fall by the wayside and do not make it to university.

By the way, in order to avail of accommodations by professors, the  
student must attend the Counseling Centre where a file is set up.  
This information is then communicated to the professor. In addition  
to the time, oral testing  factors, professors tend to do other  
supportive things in their teaching such as speaking slower rather  
than faster, using oral language and visual aids, clearly stating  
points if there is a sequence, and in some cases, the LD student may  
have a notetaker.
Bill Fagan



On 9-Nov-07, at 2:07 PM, PatMFL at aol.com wrote:


> As I think I stated earlier,  Florida has a requirement in state  

> board policy that all students with a disability must have been  

> taught self-determination/self-advocacy skills sometime begining at  

> age 14 and that this must be documented on the student's Transition  

> IEP.  In order to meet this requirement, The Transition Center at  

> the University of Florida and the Florida Bureau of Exceptional  

> Education and Student Services, have been offering statewide  

> training on several self-determination curricula, most recently on  

> an curriculum called Standing Up for Me.  This curriculum was  

> developed for students with disabilities and has lessons for  

> students from kindergarten to grade 12.

>

> One of the biggest issues that comes up at these trainings, is how  

> to reach those students with disabilities that are fully included  

> in the general education program.  How do you teach them the self- 

> determination skills that they need and how do you document that  

> this has been done (once again the paperwork requirement)?

>

> I would like to hear from others on the list as to how they reach  

> those students with disabilities who are fully included, especially  

> those students with learning disabilities who are expected to  

> graduate with a standard diploma and continue their education in  

> some type of post-secondary institution.

>

> Patrick Mulvihill, Consultant

> The Transition Center at the University of Florida

>

>

>

> See what's new at AOL.com and Make AOL Your Homepage.

> ----------------------------------------------------

> National Institute for Literacy

> Learning Disabilities mailing list

> LearningDisabilities at nifl.gov

> To unsubscribe or change your subscription settings, please go to  

> http://www.nifl.gov/mailman/listinfo/learningdisabilities

> Email delivered to wfagan at mun.ca


-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/learningdisabilities/attachments/20071109/686ba1a3/attachment.html