From Advocate to Coach: Supporting parents through the transition to post-secondary

Agenda Differences between Secondary and Post-Secondary Changing Role of Parent Post-Secondary Readiness and Expectations Promoting Student Self-Advocacy Key Information For Students and Parents Supports and Resources

Differences between Secondary & Post-secondary Educational Support Post-secondary education is not mandated by the law Post-secondary is considered adult education with different expectations from students, parents, & institutions Students must provide proof of a disability and information regarding functional impairment in order to receive academic support

High school Accommodations are mandated by the Education Act Support based on educational needs Modifications to the curriculum are permitted Educational Assistant provided for support School provides IEP to every teacher automatically College/University Accommodations are mandated by the Human Rights Code Accommodations based on functional limitation of a disability in the academic setting Students are expected to meet essential course and program requirements No EA provided, students need to take action and seek out support services LOA must be sent to each instructor each term if a student requires accommodations. Student is responsible for liaising with instructors and for booking tests/exam accommodations Differences between Secondary & Post-secondary Educational Support

Changing Role of Parents Role of students change significantly in post-secondary, they: Need to become independent, and Need to advocate for themselves. Similarly, parental role is also undergoing a period of change and adjustment. From K-12, they have been their children’s advocates and sole emotional & financial support. In post-secondary, they are expected to transition to a more supporting role of coach and ally.

Increase in Parental Involvement in Post-Secondary Extension of parental involvement pattern from K-12 of the Millennial generation Extended adolescence/delayed adulthood Advance in communication technology Students and parents as consumers

Benefits of Parental Involvement Better social skills and fewer behavioral problems, higher academic achievement, and higher rate of high school completion (Henderson & Berla, 1994) Better grades, higher test scores, less substance abuse, and higher education outcomes – engagement, deep learning, educational gains and satisfaction (Schoup, 2007) Academic autonomy, life purpose (career planning), mature interpersonal relationships, and healthy life styles (NASPA, 2007)

Negative Correlations Associated with Helicopter Parenting Anxiety and depression (LeMoyne & Buchanan, 2011) Diminished self-confidence, school engagement, and adult identity development (Padilla-Walker & Nelson, 2012) Self-esteem (e.g. Rutherford, 2011) Ability and motivation to mature into adults (e.g. Colaverrchio-Van Sickler, 2006) Neuroticism, interpersonal dependency, and poor coping efficacy (Odenweller et al., 2014) Heightened sense of entitlement (Segrin et al., 2012)

Negative Correlations Associated with Helicopter Parenting “Over-involved parenting is taking a serious toll on the psychological well-being of college students who can’t negotiate a balance between consulting with parents and independent decision-making.” (Karen Able) Difficulty dealing with setback, failure, uncertainty, disagreement, conflict, adversity Trouble coping with various new situations Depriving them of the opportunity to develop creative problem- solving skills and to build resiliency

Two Approaches to Parental Involvement 1.Stonewall approach using privacy laws to minimize and block parental involvement If you would like information about your son or daughter, you will have to ask them directly. We are unable to provide information to third parties!

2. Parents as Coaches & Allies in Supporting Student Development Plan intentionally for parental involvement and define what that involvement looks for the benefits of students, parents and your institution Parents can play a valuable role in their students’ success when they understand and reinforce the messages we give students They add value to our message when they deliver information on as needed basis and when they relate information to their students’ personal or family history

2. Parents as Coaches & Allies… Parents can be a positive element when they: Understand the students’ experience and the expectations of the college/university, both academic & non-academic Learn about student support services and how students can access services; encourage students to identify and obtain support from appropriate resource Understand and support the institution’s goals for student development and learning Know when to step in to help their student and when to empower their student to take responsibility

Post-Secondary Readiness There are a number of services available to support students during postsecondary studies. Students are expected to be college-ready and independent in all aspects of student life. Students are expected to: Attend classes regularly Actively engage in seek out support services when needed Complete and submit assignments on time Be able to work independently and cooperatively in groups Manage their time effectively Balance academic responsibilities with free time

Self Advocacy: What Does it Mean? The student Has accepted, understands, and is able to talk about his or her disability Knows how his or her disability effects their academic skills and participation Knows their own strengths & weaknesses Is able to explain how an accommodation will support his or her education Is an active participant in the decision making process Knows his or her rights & responsibilities Is able to ask for and accept support when necessary

Letter of Accommodation - Algonquin

Letter of Accommodation - Carleton

Topics students and parents should be aware of: Implications of consent on advocacy efforts Code of Conduct Financial information and important dates The way communication occurs in post-secondary Changes in course delivery Different services available  And is there a plan to develop the student’s readiness skills?

Consent Students must provide consent for parents to connect with disabilities counsellor/coordinator and other post-secondary services Consent is not mandatory Even if consent is provided, there are limits The student is the client

Support available to students- Algonquin

Support available to students and parents Information sessions Orientation sessions College/University website PMC/CAL website Transition Resource Guide, e.g.,

Questions How do you currently prepare students AND parents for the transition to post-secondary? Do you see different parent advocacy approaches? What strategies do you use to support parents in making the shift from “Advocate to Coach”? What strategies do you use to support students in developing self- advocacy skills? What information/resources do you direct students and parents to in order to prepare them for post-secondary?

THANK YOU!