1. NAVIGATING TRANSITIONS Transition to postsecondary for students with disabilities OSCA November 8, 2010

2. Presenters and Agenda Jane Cousens, Senior Policy Advisor; Ministry of Training, Colleges & Universities; Taras Myhal, Senior Policy Advisor, Ministry of Training, Colleges & Universities; Zheng Xu, Education Officer, Special Education Policy and Programs Branch, Ministry of Education; Tiina Pedel, Senior Program Design and Development Analyst, Ministry of Training, Colleges and Universities Susan Alcorn MacKay, Director, Counselling & Disability Services & Northern Ontario Assessment & Resources Centre, Cambrian College; Past Chair CCDI Tina Doyle, Director, AccessAbility Services, University of Toronto Scarborough; Chair IDIA Transition information to support our students!

3. Agenda Numbers Website How does transition help Summer Orientations Services to promote success How collaboration helps Breakout groups for Ideas Group Sharing

4. Outcomes 1.MTCU Web site on Transitions for Students with Disabilities designed for Guidance counsellors/ students/parents 2.Value of early preparation for the transition from sec school/documentation 3.Summer transition programs 4.Services that benefit students 5.Discussion to solicit your ideas on how linkages between Secondary Schools and Postsecondary Institutions can be improved

5. Who goes to PSE now? In 2009-10, over 41,000 students were registered with Disabilities Offices at publicly funded postsecondary institutions Increase of more than 11,000 in five years – an increase of approximately 27% since 2004-05 Students with disabilities represent 7% of postsecondary students

6. Government Support In 2009-10 over $47 million to support P/S students with disabilities – an increase of over 45% since 2002 Every college & university has dedicated funding for an Office for Students with Disabilities (OSWD)

7. Which Disabilities Which Disabilities? 40% Learning Disabilities 16% Psychiatric 13% Chronic Illness/medical 8% ADHD 8% Mobility 5% Vision/hearing 2% Brain injury 8% other –20% multiple

8. Identification vs Diagnosis In E/S, special education programs and services must be provided to exceptional students who are identified through IPRC under the Education Act. In PS, students must have a ‘diagnosis’ to identify a disability under the Ontario Human Rights Code for accommodations only (not programming)

9. Disclosure Difference between secondary & postsecondary: In secondary: o A school becomes aware of the presence of a student with special education needs through student record o Teachers are made aware of identified students o Student does not generally register to write a test with accommodations In postsecondary: o SWD must self-identify to access services including exam accommodations o Faculty do not know a student with a disability is in the course unless the student self- identifies o The faculty member must participate in the arrangement of a specific accommodation

10. Recommendations for Transition Plan Encourage students to Create a Transition Portfolio (gather documentation) by June or earlier –reports of assessments –IPRC/IEP –relevant samples of the student’s work; –a self-advocacy statement by the student, outlining future goals and describing his or her needs, required accommodations and compensatory strategies. –Make appointment with DSO! Update medical information where required NOTE: P/S do not recognize IPRC/IEP but a good place to begin!

11. Transition Activities Most colleges & universities have transition activities –1 day or more in spring/summer –1 week or more in spring/summer –6 weeks in summer –May include credits –Early access to services –Training on AT and processes

12. “ The comparison between high school and university and the note taking and test taking skills” was the most useful information I took from participating in the program” “ The information on how to study and how to prepare myself for university, the challenges that I can face and how to deal with them” I think it was a really good program and I learned many things that I know will help me in my university life. I also like how I made new friends who I still talk to.”

13. Transition Website A website was developed as a resource for: –Students –Parents –Educators (teachers, guidance counsellors) It provides information on planning for postsecondary education and training for students with disabilities.

14. What Does it Look Like? /

15. A Resource Guide for Students with Disabilities A tool to assist you in helping your students plan for postsecondary education. Developed with input from the transitions subcommittee of PACDI, EDU Spec. Ed. and Communications and internal MTCU stakeholders. Topics covered in the web resource include the following: –What should I do to prepare? –When should I start planning? –Who can I talk to? (Includes links to Offices for Students with Disabilities) –What supports are available for me? –How do I pay for my education?

16. Services for SWD Advising and guidance Assistance collecting documentation Assessment services –RARC/NOARC –Importance of the assessment –Requirements of institutions Testing accommodations

17. Services Continued Access to assistive technology Access to Learning Strategies Counselling and/or referrals to community Access to bursary information Classroom supports Encourage students to apply to OSAP Bursary for Students With Disabilities

18. Learning how to talk about my learning disability and anxiety issues in order to advocate for assistance in university.” “ The most helpful assistance was assistance in contacting the accessibility support providers at different universities/colleges.” It would be helpful if high schools “stress the level of performance required” at post-secondary schools”

19. Collaboration How can we work together to support your/our students? –Transition planner –On-site visits –Web visits –Early visits (grade 10-12) –Self advocacy –Changing role of parents/confidentiality –Navigating the institution

20. Your Advice? 1.How can we work together to support your/our students? 2.What are secondary schools doing now? What’s working? 3.What should we be doing to support the process? –Secondary? –Postsecondary? –TCU/EDU?