Bill Fagan  posted."While I don't have statistics, it seems that if LD
students reach university they do well."

 

Does anyone have these statistics to share?

 

Sharon Reynolds

Coordinator

Central/Southeast ABLE Resource Center

338 McCracken Hall

Ohio University

Athens, Ohio 45701

 

1(800 )753 - 1519

(740) 593 - 0969

FAX (740) 593 - 2834

 <mailto:reynols1 at ohio.edu> reynols1 at ohio.edu

 


"Literacy arouses hopes, not only in society as a whole but also in the
individual who is striving for fulfillment, happiness and personal benefit
by learning how to read and write. Literacy... means far more than learning
how to read and write... The aim is to transmit... knowledge and promote
social participation."


- UNESCO Institute for Education

 

 

 

  _____  

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Will Fagan
Sent: Friday, November 09, 2007 1:20 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 1512] Re: DAY TWO- Transition

 

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 <http://www.aol.com?NCID=AOLCMP00300000001170>
and Make AOL Your
<http://www.aol.com/mksplash.adp?NCID=AOLCMP00300000001169>  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/bbcbdbe1/attachment.html