1. Creating Successful Outcomes for Students with Learning Disabilities Preparing Youth for Successful Transition to Employment: Fostering Independence, Self-Reliance, and Self-Advocacy Skills Job Corps National Health and Wellness Conference

2. Introductions Setting the Stage–LD, Outcomes, and Success Strategic Learning Individual Development Strategies Disclosure and Accommodations Workshop Agenda 2

3. Patricia D. Gill  Institute for Educational Leadership  National Collaborative on Workforce and Disability for Youth Debbie Jones  Humanitas Who Are We? 3

4. Organization: Job Corps, Any Others? Title City, State Expectations (Activity) Whoooo Are You? Who Who Are You? 4

5. Statistics & Characteristics Learning Disabilities 5

6. An estimated 25% to 35% of students with LD get assistive technology to support their instruction and learning. 69% of students with LD had a transition goal of obtaining employment after high school; 46% had regular paid employment after leaving high school. 54% of students with LD had a stated goal of attending a 2 or 4 year college. Among parents of students with LD the expectation was 14% would attend 2 year college and 10% would attend 4 year college. National Center for Learning Disabilities 2011 LD Statistics 6

7. A learning disability is a neurological disorder. There is a difference in the way individuals with LD brains are “wired.” They may be as smart or smarter than their peers. They may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways. Processing all kinds of information is the key! Learning Disabilities 7

8. Can't be cured Impact individuals differently in different environments (classrooms vs. work places) Need supports and accommodations that are customized to the individual and the setting Learning Disabilities… In School & Workplace 8

9. Internally, a disability is about an individual’s sensory, cognitive, emotional, or physical impairment. Environmentally, a disability is society’s decision that a skill is deficient because of the length of time it take to complete a task. How does this relate to success? A Few Words About Disability, Time & Success 9

10. Disorganization and sensory difficulties Difficulty reading social cues Short attention span Poor memory Difficulty following directions Inability to discriminate letters, numerals, sounds Poor reading and/or writing ability Eye-hand coordination problems Difficulties with sequencing Signs of a Possible Learning Disability: Career Technical Implications 10

11. Preparing students with learning disabilities for the workplace Employment Considerations 11

12. Responding to employer needs is the essence of all employment— no matter how knowledgeable, skilled, or able an individual may be. The dilemma for anyone with a disability is that employers usually cannot see how their needs will be met if they hire an individual with a disability. The key is to be prepared to show an employer how his or her needs will be met. Responding to Employer Needs 12

13. People with learning disabilities achieve success by accentuating their strengths, knowing their weaknesses, and learning strategies for dealing with specific difficulties. We focus supports in three areas: 1. Strategic Workplace Learning 2. Individual Development Strategies 3. Disclosure and Accommodations Success with Learning Disabilities 13

14. The process of incorporating specific tools and techniques to understand and learn new material or skills, to integrate new information with what is already known in a way that makes sense, and to recall the information or skill later, even in a different situation or place Design Elements: 1. Assessments (Tool 3.1 & List of Formal Assessments) 2. Universal Design 3. Strategy Instruction (How to Learn) 4. Compensatory Techniques (Strengths-based) Strategic Learning for the Workplace 14

15. An approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation.  Multiple means of representation, to give learners various ways of acquiring information and knowledge.  Multiple means of expression, to provide learners alternatives for demonstrating what they know.  Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation. Universal Design for Learning – 3 Principles (Group Activity) 15

16. Class Climate – Value Diversity & Inclusiveness Interaction – Cooperative Learning Physical Environments & Products – Accessible & Usable Delivery Methods – Multiple, Flexible, Cognitive Supports Information Resources & Technology – Accessible Formats Tool 3.1 - Points to Consider for Inclusive Teaching Using Universal Design 16

17. Feedback – Specific & Regular Assessment – Clear Expectations & Multiple Demonstrations Accommodation – How to Arrange (Cost?) Tool 3.1 - Points to Consider for Inclusive Teaching Using Universal Design 17

18. Developing independence in youth with learning disabilities Strategies 18

19. Guide youth to be active and independent by asking such questions as  So, how would you do that?  How would you find that information?  How would you remember that information?  How did you figure that out?  So, what should we do first? Strategies—Environment that Promotes Learner/Worker Independence 19

20. Involves teaching the young person about learning strategies, and about how and when to use particular strategies. Includes increasing the young person’s ability to engage in self-regulated planning, monitoring, and evaluating of their own learning. Strategy Instruction 20 We believe that the most effective way to facilitate learning for all learners is by combining direct instruction (lecture, discussion, book learning) with strategy instruction.

21. Brittany understands math concepts and can explain them. However, when she completes problems for a homework (or especially on a test) she gets nervous, mixes up her numbers, and often doesn't answer the entire problem:  You know it, (I KNOW how to do these problems!)  So show it, (I need to carefully write and show all steps.)  Don't wreck it, (Don't lose credit for careless work.)  So check it!! (Did you answer the ENTIRE question?) Your Turn: Tool 3.2 - Types of Learning Strategies and Supports: Cognitive and Metacognitive Metacognitive: Example of a Self-Monitoring Strategy 21

22. Strategies or tools that capitalize on youths' strengths Can use these to “self-accommodate” Key: knowledge of own strengths and weaknesses (self-awareness) Example: Youth has trouble moving to new tasks but can follow a strict time schedule.... Your turn: Possible Compensatory Strategies for Youth with Learning Disabilities (Tool 3.4) Compensatory Techniques: Building on Strengths 22

23. Individual development strategies focus on processes, techniques, and practices that build skills in aspects of identity  a sense of safety and structure  high self-worth and self esteem  feeling of mastery and future  belonging and membership  perception of responsibility and autonomy  a sense of self-awareness and spirituality Individual Development Strategies 23

24. Disclosure 24

25. Internal Decisions Desire (taking a stand and making a decision to move ahead) Goal orientation (setting explicit goals to work toward) Reframing (reinterpreting the learning disability experience from something negative to something positive) Taking Control of One’s Life 25

26. External Manifestations (or how the person adapts) Persistence (willingness to sacrifice and persevere toward goals) Goodness of fit (finding environments where their strengths are optimized and weaknesses minimized) Learned creativity (creating strategies and techniques to enhance the ability to perform well) Social ecologies (seeking and utilizing the support of helpful people) Taking Control of One’s Life 26

27. Disclosure—the process of discussing one's disability with others for the specific purpose of garnering understanding in school, work, and social settings Accommodations—physical, environmental, or procedural changes made in a classroom, work site, or assessment activity that help people with disabilities learn, work, or receive services (doesn't lower expectations for performance) 71% are <$500, 20% are no cost (Job Accommodation Network 2011) Disclosure & Accommodations 27

28. Factors to weigh before disclosure 1 2 3 Differences between school and work settings 1 2 3 Strategies–Disclosure 28

29. Factors to weigh before disclosure 1. Setting (School, Work, Social) 2. Relevance (Why?) 3. How (When, To Whom?) Differences between school and work settings 1. Entitlement vs. Eligibility 2. Legislation (IDEA vs. ADA/WIA Rehab Act Sec. 504) 3. Types of Accommodations 411 Guide on Disclosure http://www.ncwd-youth.info/411-on-disability-disclosure Strategies–Disclosure 29

30. What exactly is your disability? How will your learning disability impact your productivity? What does learning disability or dyslexia mean? If we need to train you on specific job functions, how do you learn best? What kinds of modifications do you need in your work environment? Once a disability is disclosed, an individual with a disability should be able to answer these questions: 30

31. What are some of your past successes in team work? How can you best be efficient on the job? What are some of your past successes in leading others? What reasonable accommodations do you need? Why and how do you see them as ‘reasonable’? Once a disability is disclosed, an individual with a disability should be able to answer these questions: 31

32. Let’s Practice! 32

33. Student has a learning disability that inhibits her ability to read print. Her reading level is approximately 3 rd grade and reading is very laborious also causing difficulties with retention of information read. Student’s ability to process and comprehend information provided orally ranges in the 8 th grade range. Scenario 33

34. What accommodations might you consider for this student? 34

35. Would the accommodations you suggest allow the student to function independently? 35

36. How do you decide which accommodations a student might need?  Student requests them.  IEP lists them as an accommodation.  Supporting documentation indicates functional limitations that may indicate need for an accommodation.  Fine motor difficulties  Processing difficulties Accommodation Considerations 36

37. Resources 37

38. Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities State Contacts  http://resnaprojects.org/nattap/scripts/nattapcontacts.pl Alliance for Technology Access  www.ataaccess.org Learning Disabilities and Assistive Technology Guide  http://www.gatfl.org/LearningDisabilitiesGuide.aspx Assistive Technology 38

39. Chuck Close, Artist Tommy Hilfiger, Clothes Designer Whoopi Goldberg, Actress Greg Louganis, Diver and AIDS advocate John Morgan, PGA Champion John Chambers, CEO of Cisco Systems Charles Schwab, Founder and Chair of brokerage company Erin Brockovich, Environmental Activist Gavin Newsom, Mayor Delos Cosgrove, MD, CEO Cleveland Clinic John Irving, Author “Successful” People with LD 39

40. National Collaborative on Workforce and Disability for Youth: www.ncwd-youth.info 40

41. Department of Labor's Office of Disability Employment Policy: www.dol.gov/odep 41

42. National Center on Secondary Education and Transition: http://ncset.org 42

43. Job Accommodation Network: www.askjan.org 43

44. JC Disability Website 44

45. Patricia D. Gill 202.822.8405 x154 gillp@iel.org Debbie M. Jones 804.598.2118 debbiemjones@comcast.net Contact Us 45

46. Boston Region – Lisa Kosh  lisa.kosh@humanitas.com Atlanta and Philadelphia Regions – Nikki Jackson  nikki.jackson@humanitas.com Dallas Region – Laura Kuhn  laura.kuhn@humanitas.com Chicago and San Francisco Regions – Kim Jones  kim.jones@humanitas.com Regional Disability Coordinators 46

47. Questions and Answers 47