PLAN:Post-secondary Links to Academic Navigation

Candice Kavanagh and Amanda Bettencourt

Paul Menton Centre for Students with Disabilties

Presentation Outline

1. Getting you thinking…

2. Prescriptive requirements and cognitive challenges

3. Transition programming

4. Make the CUT

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Learning Outcomes

1. Transition programming can address specific needs of students with disabilities

2. Timelines for information dissemination

3. Building collaborative relationships

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Video #1

https://www.youtube.com/watch?v=ubNF9QNEQLA

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Video #2

https://www.youtube.com/watch?v=IGQmdoK_ZfY

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Discussion

Compare your experiences:

• Watching video with no prior knowledge of what to expect

• Watching video with prior knowledge and an idea of what might happen

• What was it like?

• How did you feel about it?

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What’s the Point?

If you were given the opportunity to ask questions about the first video before seeing it, would you have known what questions to ask?

Even with some guidance or idea, were there still things you missed?

The point is:You don’t know what you don’t know!

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Transition to Post-secondary

Specific skills and knowledge are necessary for a successful transition.

What is particularly difficult for students with disabilities?• Prescriptive requirements• Cognitive challenges

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Prescriptive Requirements

• Students with disabilities may have a more difficult time navigating the prescriptive requirements of post-secondary.

• In addition, to obtain appropriate academic supports and accommodation, they need to navigate more prescriptive requirements than the average student.

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Cognitive Challenges

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Essential Skills

Metacognition• Active control over cognitive processes and

awareness of navigation through steps of learning

• Often referred to as, “thinking about thinking”

Self-determination• Self-awareness major component of success• Student involvement regarding abilities and

desired outcomes• Self-advocacy

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Discussion

Thinking about transition programs already in place at your institutions, how do you think they may or may not meet the particular needs of students with disabilities?

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The Transition Process

Wehman and Yasuda (2005) identified specific challenges that students with disabilities face during the transition process:

• Insufficient information about the transition process

• Lack of knowledge on the part of teachers/counsellors

• Absence of links between school systems and services providers

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Transition Programs

• Get the FACTS

• Mentor Volunteer Program (MVP)

• PMC Intro

• Make the CUT

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SAIL

Summer Academic Institute for Learning (SAIL)• Transition program for recent high school

graduates

• One week in July

• Collaboration between DSOs at Carleton University and Algonquin College

• Opportunity to develop essential skills

• Differed from other summer institute programs in Ontario

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Make the CUT

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Timing

• Prior to arrival at post-secondary institution

• May and November – Quieter times for post-secondary and critical times for secondary

• Grade 11 students attend in May and grade 12 students attend in November

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MTC for StudentsStudents

• Welcoming address• Assistive technology• Plan your transition• Learning strategies• Mini-fair• Mentor Panel or Student Success Panel

“Make the CUT showed me that I am not alone striving to perform with a Learning Disability and that there are many resources available to help me when I move on from high school.”

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MTC for Educators

Educators

• Separate sessions were created to encourage them to buy into and promote the program

• Provide an opportunity for school boards to address “hot topics”

• Ensure that the process of registration is clarified to support students during the transition period

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MTC for Educators

Educators

• Keynote speakers• Gong sessions• Optional sessions

“The enthusiasm of your Make the CUT team inspired us at our high school to create our own Special Education Transition Guide! The educator sessions and resources covering documentation requirements in one word – invaluable!”

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MTC for Parents

Parents

• Foster independence in students• Welcome to join Educator sessions

“This is an excellent program to familiarize students and parents with the transition process. It help remove ‘the fear barrier’.”

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RelationshipsPartnership between Carleton University, Algonquin College, and secondary school boards allows for:

• Valuable feedback for program evaluation and collaboration

• Targeted audience – Secondary schools decide which students should attend, those who would benefit most

• Transportation for students and educators provided by secondary school boards

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Normalizing

The experience of attending MTC can help destigmatize and normalize LD in post-secondary

• Surrounded by peers with LD also planning to attend post-secondary

• Mentors• Post-secondary community

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Activity #1

Brainstorm at your tables:• What are the defining

characteristics of this disability?

• What particular prescriptive requirements and/or cognitive challenges need to be addressed?

• How would you address them?

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Activity #2

How can you take what we have told you about today and use it to enhance upon the transition program(s) you have at your institution or to create a new one?

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MTC Contact Information

For further information regarding MTC please contact:

Linda Stewart, Transitions Coordinator Make the CUTby email at L1stewart@rogers.com

Additional information is also provided on the Make the CUT websites at:

www. carleton.ca/pmc/transition-to-carleton/make-the-cut/ or

www.algonquincollege.com/csd/transition-planning/make-the-cut/

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Question Period

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Contact Information

Amanda Bettencourt, M.Ed.amanda.bettencourt@carleton.ca

Candice Kavanagh, M.A., B.Ed.candice.kavanagh@carleton.ca

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References

Brinckerhoff, L. C., McGuire, J. M., & Shaw, S. F. (2002). Postsecondary Education and Transition for Students with Learning Disabilities. Austin, Texas: pro-ed inc.

Nichols, E., Harrison, A. G., McCloskey, L., & Weintraub, L. (2002). Learning opportunities task force 1997-2002: Final report. Richmond Hill, Ontario, Canada: Learning Opportunities Task Force.

Tsagris, D., & Muirhead, B. (2012). Evaluating Postsecondary Supports for Ontario Students With Learning Disabilities. Toronto: Higher Education Quality Council of Ontario.

Getzel, E.E., & Wehman, P. (2005). Going to college: Expanding opportunities for people with disabilities. Baltimore, MD: Brookes.

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