information for parents and students
DESCRIPTION
TRANSITION TO POST-SECONDARY STUDIES. Information for parents and students. differences. Different educational system – post-secondary is adult-centered Students no longer “exceptional”; they are “disabled” Different criteria for services – must prove a disability to receive services - PowerPoint PPT PresentationTRANSCRIPT
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INFORMATION FOR PARENTS AND STUDENTS
TRANSITION TO POST-SECONDARY STUDIES
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DIFFERENCES
Different educational system – post-secondary is adult-centered
Students no longer “exceptional”; they are “disabled”
Different criteria for services – must prove a disability to receive services
Different services and accommodations Different expectations of students, parents,
professors and counsellors (e.g. often no resource room)
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A FEW DIFFERENCES
Secondary School Exceptionality Right to service
based on Education Act
Services based on educational needs
Modifications may be permitted
Post- Secondary Disability Right to service based
on Human Rights Code
Services based on compensating for effects of disability
No modifications in program allowed
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EXCEPTIONALITY
Not a post-secondary category Behaviour Communication (autism, language
impairment, speech impairment, learning disability)
Intellectual (giftedness, mild intellectual disability)
Physical (blind, low vision, mobility) Multiple
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POST-SECONDARY DISABILITY CATEGORIES
• Acquired brain injury• Autism spectrum disorder/ Asperger’s • Attention deficit disorder• Chronic illness/systemic/medical• Deaf, deafened, hard of hearing• Learning disability• Low vision, blind• Mobility/functional• Psychiatric• Other (communication disorders, mild intellectual
disability)
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HUMAN RIGHTS AND COLLEGE POLICY
Student’s Responsibility: Notify the college of
need for service
Provide documentation of disability
Meet the published learning outcomes of courses
College’s Responsibility: Abide by the Human
Rights Code
Make education accessible to the student
Respect the student’s privacy and dignity
Students must self-advocate!
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DOCUMENTATION
Medical , physical or psychiatric: Letter or medical form from physician or qualified practitioner
ADHD: Letter or medical form from physician or psychiatrist or assessment from psychologist
Hearing Loss: Audiology report Learning Disability: Assessment report from
psychologist ; IPRC statement Other: Letter or medical form from qualified
practitioner (speech pathologist)
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DOCUMENTATION FOR LD
3 levels of documentation for students with learning disabilities
Access to services and accommodations may vary, depending on the level of documentation
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DOCUMENTATION – LEVEL 1
IEP where there is no clear diagnosis
Educational assessments with evidence of academic difficulty
Partial report
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DOCUMENTATION
Possible Accommodations for Level 1 Documentation: Peer note sharing Extra time for tests and exams Reduced course load (60% for OSAP
purposes) Access to computer lab with adaptive
technology Peer tutoring
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DOCUMENTATION – LEVEL 2
Diagnosis of learning disability, but needs updating Eligible for all level 1 accommodations, as well
as: Access to Bursary for Students with Disabilities Can receive textbooks in alternate formats from
publishers Possible extended accommodations for tests Reduced course load (40% for OSAP purposes) Tuition cap Note taking services, coaching, external tutoring
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DOCUMENTATION – LEVEL 3
Level 3 Current and full assessment, which meets
all diagnostic criteria
Eligible for all preceding accommodations plus
Testing accommodations for provincial licensing bodies (College of Nurses etc.)
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BURSARY FOR STUDENTS WITH DISABILITIES
Bursary can be used for services and equipment
Must qualify for OSAP to be eligible Must work with Accessibility staff to
apply Must indicate a permanent disability on
the OSAP application form Equipment received through the
bursary belongs to the student
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PREPARING FOR POST-SECONDARY
Encourage students to think about: Their learning strengths and needs Their interests, hobbies and extracurricular
activities Program requirements and demands Amount and kinds of support available at the
school Financial issues; student loans, scholarships,
bursaries Campus location and size What the community offers
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PREPARING FOR POST SECONDARY
Students should: Assemble their documentation before
leaving secondary school Be able to explain their disability, their
strengths and their needs Self-identify to Accessibility Services as soon
as they accept an offer of admission – cannot identify on college application
Check early to see if their documentation will be accepted by the college or university of their choice
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A WORD ABOUT TRANSITIONS
Remember that making a transition can be challenging and confusing
Take an active role in your son’s or daughter’s transition planning
Do not assume that you know what your teen needs
Encourage your teen to take an active role in making decisions, planning and researching
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THANKS!
Questions, comments?Contact us – we want to help!
Accessibility ServicesFanshawe College
Room F2010519-452-4282