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In Post-Secondary Programs 2008 Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008.

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Presentation on theme: "In Post-Secondary Programs 2008 Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008."— Presentation transcript:

1 in Post-Secondary Programs 2008 Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008

2  Eunice Lund Lucas Trent University Peterborough, Ontario  Donna Grau Lakehead University Thunder Bay, Ontario Presenters

3 Disabilities Office Mandate The mandate of the Disability Services Office is to facilitate and/or provide academic support for students with disabilities in accordance with obligations under the Ontario Human Rights Code (OHRC) and the Accessibility for Ontarians with Disabilities Act (AODA)

4 A Snapshot of Students With Disabilities in Ontario Institutions


6 The Current Picture – 2006-07  University 16,040 students  College 17,662 students ______________ 33,702 students

7 Process for Accessing Services  Students wishing to access support based on disability self-identify to the Disability Services Office (DSO) and provide documentation of their disability.  Meeting with a case manager to review documentation and assess specific needs.  Implementation of academic accommodation plan.

8 Structure and Who to Contact Manager  Policy and procedure development  questions over process  general inquiries / concerns  requests for departmental support Accommodations/Exams Coordinator  exams  questions in regards to classroom support (e.g. notetaking)  Academic Coaching for students with psyc disabilities Receptionist  General inquiries about our services

9 Structure – cont’d Learning Strategist  Reviewing and reframing assessment information for students with LD/ ADHD  Recommending strategies to students and Academic Coaches  Recommending technologies which would work for specific learning problems  Screening and Facilitation for on-site LD assessments Adaptive Technologist  Demonstrating and Instructing students on the use of adaptive technologies for learning  Assisting students with sourcing adaptive software/hardware through OBSWD  Development and management of DSO database  Assisting staff in DSO with computer support

10 Classroom Supports  notetakers  classroom aides (as needed and per documentation)  alternative text formats  recording of lectures  access to overheads  Computerized Notetaking  ASL Interpreters, etc

11 Test and Exam Supports Test/Exam support is based on documented need and type of exam  extended time  reader  scribe  use of a computer with or without adaptive technology  adapted exam (where warranted by documentation and with professor’s agreement)  distraction-reduced environment

12 Support Transition Programs  Set up originally for students with LD/ADHD  Expanded in the past two years to include all disability groups  Lakehead & Trent Examples

13 The Importance of Transition Planning  LOTF research about what supports success for LD students  Need for student to be engaged with the process  Support for the changing role of the parent

14 Issues for the students - and their support team – to consider  Research program of study and supports available  Know their learning strengths and specific learning needs  Consider what, if any, flexibility they may need from their chosen program/institution  Become self-advocates  Consider funding for accommodation – OBSWD and Canada Study Grant

15 What Guides Us?  Is there a disability that results in a gap between ability and performance/achievement? a. The mere presence of a condition doesn't necessarily require accommodation - chronic illness that doesn't interfere with participation (diabetes) - ADHD or epilepsy that is effectively medicated, without side effects (rare)  Relate the accommodation requirements to the disability a. Learning Disability accommodations depend on the interaction between the precise type of LD and the curriculum requirements b. Consideration of previous educational accommodations (guided, not driven by this in post-secondary)

16 Accommodation Decision Making Process

17 Striking the Balance - Dignity of the person and the integrity of the academic program -Accommodation not modification -Preventative investments and imposed measures -Needs vs. wants of persons with disabilities

18 Where to seek Supports/ Information Check out the websites of the various Disability Support Offices (DSO) - a listing of all of the DSOs - Resource for generally accepted practices/guidelines on - Accommodation for various disabilities - Documentation Guidelines - Determining Essential Criteria

19 Other Resources  Guidelines on Accessible Education

20 So, who are the partners ???  Students with disabilities  Parents of these students  Teachers of these students  Guidance Counsellors  Admissions personnel  DSO staff  Faculty Advisors

21 Contact Info  Donna Grau - Lakehead University Thunder Bay, ON  Eunice Lund-Lucas – Trent University Peterborough, ON

22 Dialogue

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