From: KC Andrew [mailto:kandrew at sbctc.edu <mailto:kandrew at sbctc.edu> ]
Sent: Friday, November 09, 2007 3:08 PM
To: The Learning Disabilities Discussion List; The Learning Disabilities Discussion List
Subject: RE: [LearningDisabilities 1515] Re: DAY TWO- Transition


No statistics, But I'd like to address Will's idea that LD students may do better in the college system than they did in K-12.  A lot of colleges/professors still have a fairly elitist view of higher education and feel that if a student requires or requests accommodations, he or she probably shouldn't be there - the person just isn't "college material."  Also, some systems are good about providing accommodations for students with visible disabilities but more reluctant to provide them for those who look like "regular" students, even with documentation.  They don't consciously discriminate, but they have an inherent bias about what constitutes a disability and what's reasonable for a school to provide.

Another difficulty potential college students face when entering into college, regardless of age, is simply negotiating the obstacles of being there - scheduling, dealing with financial aid, registration, meal plans and housing arrangements, transportation, buying texts, new people, activities and settings - often without the more familiar structure of the K-12 system which has been their exposure to education in the past.  It's overwhelming and confusing enough for  more typical college students, but for those who may struggle with memory, prioritizing, time management, spatial orientation, decoding and/or comprehension, it may be more than they can cope with on their own.  So, while they may do well once in class, they may not make it that far.
 
-kc
 
KC Andrew
Washington State Board for Community and Technical Colleges
Adult Basic Education - Professional Development Services
360/485-2338
kandrew at sbctc.edu <mailto:kandrew at sbctc.edu> 
 

________________________________

From: learningdisabilities-bounces at nifl.gov on behalf of Sharon Reynolds
Sent: Fri 11/9/2007 11:10 AM
To: 'The Learning Disabilities Discussion List'
Subject: [LearningDisabilities 1515] Re: DAY TWO- Transition



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

reynols1 at ohio.edu <mailto: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





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