A transition program for students moving from high school to post-secondary education K. Manuel SENIA February, 2014

 Two students  Best Practice – transition planning  Research  Re-design the high school Learning Support Program

Goal To support students in becoming self-motivated independent learners who understand their own learning strengths and needs and know how to locate, arrange and effectively use supportive services.

o Grade 9: Full year Learning Strategies class o Grade 10: optional semester or full year Learning Strategies class o Grade 11: 0.5 credit Learning Strategies o Grade 12: 0.25 credit Strategies for Self- Advocacy

 Involvements in developing Learning Plans – annual review  Review of goals, strategies and accommodations after each reporting period  Simulations and role play begin in grade 11

o Course taken for elective credit o.25 credit in quarter 3 o All grade 12 students with learning plans take the course

The aim of this course is help you become a good self-advocate. To be able to advocate for yourself you will need to:  Become aware of your rights and the law  Understand your own learning strengths and needs  Be able to articulate the nature of your learning disability

 Understand and use effective skills and strategies to accommodate your learning needs  Know how to access and make the best use of the support services that are available.

o Defining and identifying Learning and Attention Difficulties o Confidentiality and Trust o Use of the term “disability”

o Brief overview of Disability Law o Differences between high school and post- secondary (IDEA vs ADA) o Americans with Disabilities Act 1990, amended 2009 o Disability Discrimination/Equality Act, 2010, UK o Ontarians with Disabilities Act, 2002 Canada

 Understanding Learning Disabilities – general information  Differences between high school and college

 Reading Assessment reports and Learning Plans  Privacy and confidentiality  Student guide for reading reportguide  School psychologist as guest speaker  Sharing with the group

 Role play and simulations – scenario 1

 Simulations and discussion  Articulating learning needs and accommodations  Role play with unfamiliar teachers acting as university personnel Role play

 Information search Information search

 Coull, L. & Eaton, H. Transitions to postsecondary learning. Pro-ed Inc  Kravets, M & Wax, I. The K&W Guide to College Programs and Services, 11 th edition The Princeton Review  Mooney, J. & Cole, D., Learning Outside the Lines. Fireside (Simon & Schuster Inc.). 2000

Hamblet, Elizabeth C., Helping Your Students with Disabilities During their College Search. Journal of College Admission. Fall, Horowitz, Sheldon H., Planning for Postsecondary Transition. National Center for Learning Disabilities. Joyce, D & Rosen, E., Transitioning High School Students with Learning Disabilities Into Postsecondary Education: Assessment and Accommodations. NASP Communique, Vol. 35, #3. November 2006 Janiga, Sandra, The Transition from High School to Postsecondary Education for Students with Learning Disabilities: A Survey of College Service Coordinators. Journal of Learning Disabilities, vol. 35, #5. September/October, Steinberg, Jacques, Hard Decisions for Learning Disabled. The New York Times, November 3, 2011.