1. Transition Tips
Welcome everyone and thank them for the opportunity to provide this seminar at their event
Introduce yourself and the co-presenter
Introduce the name of the presentation
Refer to the portfolios they have been provided and the handouts for the presentations
Review the rest of the contents of the portfolios: transition materials to use and provide to students
While the information is geared towards the transition to university much of it can be applied to the transition to college as well

2. This presentation is available to download for the next 5 days at
Image on all slides – header says UTSC with logo on bottom right that says University of Toronto Scarborough
This presentation is available to download for the next 5 days at

3. Agenda Student Transition Issues1
Student Transition Issues
Preparing for Success: Transition Planning 2
I always like to provide the audience with a roadmap for the presentation so you know what to expect . The agenda for today is:
Student transition issues: I will identify the transition issues that are common to all students and then discuss the transition issues that students with disabilities experience. This will set the scene meaning that if we know what the issues are, we can devise strategies and tips to help with the transition
Preparing for success: provide you with concrete tips and suggestions that you can give to students with disabilities who are planning to make the transition from high school to university
Questions & Discussion: there is time at the end of the presentation for questions from the 3
Questions

4. Student Transition Issues

5. Student Transition Issues
New environment
Larger class sizes
Change in interaction with instructors
Increased academic expectations
Increased freedom & flexibility
New independence & responsibilities
Changes in identity development
Differences in social support
Every student is unique, and at a different stage in their student development. There are, however, common issues that students experience when they begin university.
New Environment
- students will be exposed to a wide range of peers, faculty, staff
- larger physical space than high school
Adjustment to a different system than they have been used to
Larger Class Sizes
Many first year courses are larger lectures
Professors lecture students, not like teachers in high school
Some courses still have the smaller tutorial/lab components
Change in Interaction with Instructors
Teachers in high school work to engage students, monitor their progress
At university, there are many more students – profs are still approachable, but students must make the extra effort
Increased Academic Expectations
Academic standards are high
Students should be especially careful around plagiarism and other academic offenses: these are treated very seriously in the university environment
Increased reading load - Volume of material significant – students needs to keep up with the volume of the reading
expected to meet deadlines
Increased Freedom & Flexibility
Many students do not know what to do with all their non-scheduled time – this can feel like “free time” but really, students should be working during these periods – for students with disabilities the lack of structure can cause them to get behind and it is harder to catch up
For many students, this is the first time away from home with no rules from parents
New Independence and Responsibility
-Students with disabilities have the added stress of learning to advocate for themselves. They need to self-identify
Students must learn to navigate the university system, use all the resource available
Most work in university is done outside the classroom – students must monitor themselves and keep up more independently
In high school, there is often one person who knows all the answer (e.g., teacher, principal) – at university, must visit several offices
In high school, accommodations and “extra help” are usually initiated by teachers – at university, students must initiate
Identity Development
-used to identify as a high school student but now developing as a university student
Differences in social supports
Change in support systems: parental, social and educational
Friends have gone to other post-secondary institutions or work

6. What about Students with Disabilities?
Students with disabilities experience similar transition issues to other students, but the transition can be even more stressful and challenging.
Students with disabilities experience the same transition issues that were identified in the previous slide, however, the nature of the disability may mean they face additional challenges with the common student transition issues. For example, one of the student transition issues that was discussed in the previous slide was the new environment. All students need to learn where the buildings are located and where to park if they are driving to school. Once inside the buildings, students need to learn where the classrooms are located. A student who uses a mobility device because of the impact of their disability would also need to learn where the buildings are located etc. However they also have to determine where the accessible parking spots are located in the parking lot, which doors have automatic door openers to enter/exit the building, where is the elevator in relation to their classroom, where is the accessible seating in the classroom, are the classrooms accessible etc.
So students with disabilities potentially face extra challenges with the transition issues that are common to all students. But in addition to the extra challenges to the common transition issues, students with disabilities face additional transition issues that students without a disability do not have.

7. Transition Issues for Students with Disabilities
Disability Awareness
Low level of knowledge
Ineffective self advocates in a system that demands it
Solution: Increase understanding of disability
Learning & Compensatory Strategies
Underdeveloped strategies
Inability to manage academic tasks effectively
Solution: Increase exposure to strategies
Assistive Technology
Under use of assistive technology
Inability to manage academic tasks efficiently
Solution: Integration of AT as mainstream
The additional transition issues that students with disabilities experience relate to 3 key areas. Overcoming the concerns in these areas will help make the transition smoother and more successful.
3 areas = Disability Awareness, Learning & Compensatory Strategies and AT
What are the concerns/problems students with disabilities have in addition to the common student concerns/problems with the transition from high school:
One of the concerns/problems/issues is the low level of knowledge many students have about the nature of his/her disability. I understand that the impacts of the disability itself may prevent the student from being able to adequately describe their disability and related needs. However, more often, once the student has been educated about their disability, they are able to describe it and their needs.
Students assume what works for them in high school will work in university
Many decide to go it alone meaning they will not utilize accommodations and services from the DSO
When the reality of university does not meet the student’s expectations then the students have a challenging time with the transition

8. Disclosing about their disability
High School
Student record identifies a student with a disability
Teachers are made aware of identified students and identification category
Students do not generally register to write a test with accommodations
University
Students must self-identify to our service
Faculty are not aware student with a disability is in their course unless the student self-identifies
The Faculty member will not know the disability
Students need to register an exam accommodation request with the service
VS.
Students need to know information about their disability in order to understand the need to disclose disability related information to receive accommodations and supports in post secondary systems. In addition, part of being a good self-advocate means that they know information about their disability (understands strengths and weaknesses
understands LD, AD(H)D, etc.
understands the impact
understands what is needed
Students need to self-identify in order to receive accommodations. Why are the three areas identified on the previous slide issues in the transition from high school to university? The process of identification that a student has disability-related needs that require accommodations is very different in university than high school. In high school, teachers are made aware through the student’s record that the student has a disability and requires accommodations. The teacher is then
To start, students need to have a good understanding of the nature of the disability to know that his/her disability needs can be accommodated in post secondary studies.
Students need to SELF IDENTIFY TO AccessAbility Services
Give a example of this – Student went to exam but he did not receive services – he assumed the professor would give accommodations to him even though he did not identify himself to the professor or our office

9. Advocacy in Post Secondary
Post-secondary systems demand that students be good self-advocates
Students are expected to take responsibility for their actions and decisions
Getting students involved with their own transition planning will help them develop self-advocacy and self-determination skills that will serve them well in post-secondary
Students need to get through university as independent people. This means that students need to take responsibility for certain tasks like making their own appointments, accessing resources on campus, etc.
Students need to take a role in the transition
Self-advocacy is particularly important for students with disabilities
Speak to why self-advocacy may be difficult for some students with learning disabilities (social skills deficits….)

10. Changing Parental Role
Difference between high school and university
In high school parents may:
Meet regularly with teachers
Be highly involved with IEP’s, IPRC’s, etc.
Make decision on behalf of their child
In university, parents will begin to:
Act as advisors to their child
Have little to no contact with school
Encourage students to make decision more independently
Parents historically are more involved in advocacy for their child - many students are not used to self-advocacy
Changing roles of students and parents in university
In the post-secondary sector Professors don’t respond well to parents meeting with them about their child, asking for extensions, etc.
Privacy legislation forbids disclosure of personal information without the express consent of the person to whom the information relates
Therefore, the university cannot:
Answer questions about a student’s diagnosis, accommodations, or services (including whether or not the student registered with the service)
Provide information about a student’s progress or grades
Answer questions about a student’s grades
Reveal where a student lives on campus
Supply information regarding students’ financial accounts
But here’s what the university CAN do:
Listen and take note of parent concerns
Make contact with the student about a parent’s concern
Encourage students to communicate with their families
Provide guidance to parents via: “Family/Parent Information website”

11. Skill Development Learning Skills Goal setting Time management
Note taking
Test preparation
Test writing
Academic reading
Academic writing
Personal Skills
Self-advocacy
Daily living skills for independence
Interpersonal
Stress-Management
Problem-solving/decision making
Participate in learning strategies courses in high school if available
“Generic skills needed for all students but some student require specific instruction to acquire or develop these skills” ministry transition guide for teachers
Increased academic expectations result in the need for strong learning skills
Strongly recommend that courses in high school develop these skills -
Encourage students to take the Learning Strategies throughout secondary and career studies
Schools to create alternate credit “Personal Life Skills”
It is helpful for students to be aware that the learning skills they used in high school may not necessarily work in university – so it is important to attend workshop on learning skills and for the student to explore their learning styles and preferences before they arrive at the university
Flexibility is key – students need to understand that they do need to often change their ways
Ministry of Education, Transition Planning Guide 2002

12. Technology
“Technology is one of the key components for survival for students with learning disabilities at the…post-secondary level.”
Transition Planning Resource Guide for Students With Learning Disabilities
Learning Disabilities Association of Ontario 2003

13. Access to text material
4/11/2011
Volume of reading is greater than high school, so it is critical to:
enhance reading speed and comprehension with high quality speech, accurate highlighting
Reading materials are:
hard copy text books
library reference material
Blackboard PDF articles
web documents
handouts
power point files
inaccessible PDF files and more

14. Important student skills are:
4/11/2011
Competency in using Word Processing, Spreadsheets, Presentation software, and existing assistive technology
Good communication and technical skills in care and maintenance of computers- what AT are they using? what operating system? what Office package?
Clear advocacy in expressing their needs and problems in using technology and in educational tasks
Use of low tech day timers or phone/computer equivalent to track assignments, exams, classes

15. Commonly used AT in Post-Secondary
Kurzweil: scanning and reading software
Dragon Naturally Speaking: for dictation
Inspiration: (similar to SmartIdeas) for outlining, brainstorming
WordQ: for spelling/grammar support in writing
Microsoft Outlook and iPod/smartphone: organizers
ZoomText: screen magnification & reading
Varies from institution to institution
Funding resources for technology (to be discussed later)
On campus resources

16. Preparing for Success: Transition Planning

17. Involvement in Transition Planning
Due to the additional challenges students with disabilities face, effective transition planning at the secondary level must be:
A student-centered activity reflecting the developmental and educational needs of the student
A collaborative effort among parents/guardians, and secondary and post-secondary personnel
Students need to be involved in the transition process – be active

18. Recommendations for Transition Plan
University Orientation
Visit selected university
Review all resources available on campus
Investigate if orientation programs are available
Do in context of choosing a university
Touch on what to do once made decision

19. Steps to a Smooth Transition
Upon receipt of the Offer of Admission, student should contact the Office for Students with Disabilities to determine documentation requirements and the process for accommodations.
Determine eligibility for disability related financial resources (e.g. OSAP, ADP, ODSP).
Inventory all assistive technology items that student is able to keep in the transition from high school to university. Specify the version of the software and/or the date of purchase of the items.
Refer to the checklist in the folder called a sample transition list

20. Steps to a Smooth Transition (cont’d)
Create a Personal Transition Portfolio that includes all relevant medical/assessment documentation, academic records (e.g. IPRC/IEP), funding options and available assistive technology.
Develop a skill set that will support a smooth transition and link with external supports (e.g. self-advocacy, technical, orientation and mobility skills, attendant care)
Attend general and disability specific orientation programs
NOTE:
Universities and College do not accept IPRC/IEPs as verification of disability and impact on academic funding BUT it is often a good place to begin!
Ideally the student is creating a transition portfolio throughout their years at high school
Easier while the student is in the secondary system vs. trying to get the documents after they graduae and worse – needing it over the summer when the school is closed
Comment about updating medical documentation
Refer to documentation guideline
One year before leaving
Create a Transition Portfolio by June
Assessment Data **All those listed on the IEP
History: Relevant educational, medical/health (hearing, vision, physical, neurological), psychological, speech-language, occupational therapy, physiotherapy, behavioral;
Current Functioning: Up-to-date medical and/or psycho-educational assessment;
Recent IPRC description of strengths and needs and statements of decision;
Recent IEPs with the transition plan and progress reports;
NOTE: Universities and College do not accept IPRC/IEPs as verification of disability and impact on academic funding BUT it is often a good place to begin!

21. Investigate Financial Resources
Suggested actions:
Set-up free profile on:
studentawards.com
disabilityawards.ca
Apply for government programs:
OSAP
ODSP
ADP
Create a budget worksheet

22. External supports
Apply to wait-listed programs such as the Centre for Independent Living for Attendant Care in post-secondary school
timely application to waitlisted programs and services” p21

23. University of Toronto Scarborough Transition Program
Summer STARTUP Incoming First Year Students with a Learning Disability 2012 dates to be determined
Flyer in porfolio
If time – say that our program includes social so that the students have the opportunity to devlop interpersonal skills/ meet friends
Most colleges & universities have transition activities for students with disabilities:
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
“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.” – participant comment about the STARTUP program

24. Summer Transition Program
Project ADVANCE is available to students with learning disabilities who are residents of the Province of Ontario. Regardless of where they plan to attend university, this program will prepare them for their transition.
6-week summer institute at York University
There is an eligibility criteria and application
Deadline is May 27, 2011
There is a fee

25. Student Feedback about transition support through High School
“Learning how to talk about my learning disability and anxiety issues in order to advocate for assistance in university” [was the most helpful].
“The most helpful assistance [provided by my high school] was assistance in contacting the accessibility support providers at different universities/colleges.”
“Presentation about the differences between university and high school…The presentation helped me realize how I should somehow prepare myself for postsecondary education.”
End this with student perspectives about how high schools assisted them transition to UTSC

26. What do Students Say about How High School Assisted/can Assist their Transition?
My teacher “wouldn't let me get discouraged and would just continue to tell me that I learn differently than others but it doesn't mean that I will never understand it, I just need some modifications in order to enhance my learning.”

27. Contact Us
AccessAbility Services, UTSC (tel/TTY) Tina Doyle, Director Cheryl Lepard, Disability Consultant Colleen Reid, Assistant Director

28. Resources Info for parents:

29. QUESTIONS
WATCH TIME