Hi:
I am speaking  of the Province of Newfoundland and Labrador, Canada.
This may be a Canadian Federal (national) law but I am not sure of that.
Bill


On 10-Nov-07, at 9:04 AM, Katherine G wrote:


> "It is the law here that LD  students must be accommodated so there  

> are

> grounds for appeal if a student feels he/she is not being  

> accommodated."

>

> Are you referring to the A.D.A.?

>

> Katherine Mercurio Gotthardt

>

>

>

>

> -----Original Message-----

> From: learningdisabilities-bounces at nifl.gov

> [mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Will Fagan

> Sent: Friday, November 09, 2007 6:34 PM

> To: The Learning Disabilities Discussion List

> Subject: [LearningDisabilities 1526] Re: Transition- retention rate

> incollege for students with LD

>

>

> A few points.

> It is unfortunate when LD or any students encounter "elitist"

> professors.

> It is the law here that LD  students must be accommodated so there are

> grounds for appeal if a student feels he/she is not being  

> accommodated.

>

> One point that should not be ignored is that LD students often have

> parents

>   who are skilled and dedicated advocates and tend to provide more

> support

> for their children in coping with "life skills" than do parents of

> non-LD students.

> Bill

>

>

>

> On 9-Nov-07, at 3:41 PM, Arlyn Roffman wrote:

>

>> Bill Fagan wrote - ... 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.

>>

>>

>> Bill, I fully agree that school systems aren't doing enough to  

>> promote

>> continuation on to postsecondary learning for students with LD. I

>> agree that

>> schools should be doing more to help students learn to problem-

>> solve and

>> strategize, and certainly to be self-aware. But I think our biggest

>> failing

>> is low expectations. Too many students fail to even consider

>> continuing on

>> because no one is telling them that it's a possibility. Some are

>> capable of

>> attending highly competitive colleges; others need to find settings

>> with

>> less rigorous academic demands. But even students who don't look like

>> traditional "college material" have options to continue. According

>> to Dr.

>> Loring Brinckerhoff, who wrote the postsecondary chapter in my

>> book, the

>> majority of students with learning disabilities who enroll in post-

>> secondary

>> education start by spending a year or two at their local community

>> college,

>> where there is generally an open admissions policy, meaning a high

>> school

>> diploma or a GED is all that is necessary for admission. There are

>> many

>> financial and academic  advantages of the community college option,

>> but

>> there is a potential psychological benefit as well, since, as a

>> non-residential institution where all students are commuters,

>> students are

>> able to “try out” the college experience close to home, near family

>> and

>> friends.

>>

>> The fact is, in the US (you mention your province, so I'm guessing

>> you're

>> from Canada), only 20% of students with LD enroll in college, and

>> MANY of

>> those (nearly half) never graduate. So, once they do matriculate,

>> we would

>> do well to make sure students with LD have access to more than just

>> classroom accommodations. Coming back to my comments yesterday about

>> community living skills, we should see to it that there's support

>> for their

>> adjustment to the many changes that come with college life. We need

>> to help

>> them adjust to larger classes, to less structured time, to having

>> to balance

>> academics with social demands, to less frequent feedback from

>> instructors,

>> to having to manage their finances independently, to dealing with

>> roommates,

>> and on and on. Time management alone is a HUGE challenge for

>> students on

>> college campuses. So, in high school and in postsecondary settings,

>> we need

>> to help students prepare for the broader demands of the college

>> experience.

>> As I keep saying over and over again here, LD is far more than just

>> about

>> reading and writing!

>> Arlyn

>>

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>

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